How does teamwork satisfaction enhance student engagement in interprofessional education? A structural equation model

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Abstract

Guided by situated expectancy-value theory, this study examined relationships between teamwork satisfaction, perceived value of interprofessional collaboration (PVIC), and student engagement dimensions in interprofessional education (IPE). Survey data using self-report measures from 263 interprofessional undergraduate students in Hong Kong were analyzed using confirmatory factor analysis and fully latent structural equation modeling. Results showed that teamwork satisfaction significantly predicted behavioral and emotional engagement, both directly and indirectly through PVIC. PVIC partially mediated the teamwork satisfaction-engagement relationship. Findings highlight that students satisfied with teamwork demonstrate higher PVIC, leading to increased behavioral and emotional engagement in IPE activities. This research extends situated expectancy-value theory to healthcare education contexts and provides evidence-based guidance for educators designing team-based interprofessional learning experiences.

Authors

• Fraide A. Ganotice, University of Hong Kong

• John Ian Wilzon Tolentino Dizon, University of Hong Kong

• Helen Qing He, University of Hong Kong

• Xiaoai Shen, University of Hong Kong

• George L. Tipoe, University of Hong Kong