Exploring Health Professional Students’ Interdisciplinary Perception and Interprofessional Identity in Interprofessional Education: A Mixed-Methods Study

• In Event: Exploring Professional Identity Formation

Abstract

The study investigates the impact of an interprofessional education intervention on the improvement of interdisciplinary perception and interprofessional identity among health professional students using a mixed-methods approach. A total of 263 students participated, and findings showed significant increases in their interdisciplinary perception and interprofessional identity and revealed a positive correlation between these two variables after intervention, with interdisciplinary perception being a predictor of interprofessional identity. Qualitative data demonstrated that 85.2% of students perceived the whole learning process as beneficial in promoting cross-disciplinary learning perception and affecting their interprofessional identity. The results affirm the value of IPE in influencing perception change and fostering identity formation, providing preliminary evidence for the conceptual link between interdisciplinary perception and interprofessional identity.

Authors

• Helen Qing He, University of Hong Kong

• John Ian Wilzon Tolentino Dizon, University of Hong Kong

• Fraide A. Ganotice, University of Hong Kong

• Xiaoai Shen, University of Hong Kong

• George L. Tipoe, University of Hong Kong