Dizon, JIWT;
He, Q;
Shen, X;
Luk, P;
Chong, DYK;
Chan, KMK;
Chan, CWN;
... Ganotice, FA; + view all
(2024)
Which psychological needs profile exhibits higher engagement and favorable attitudes toward interprofessional education? A cluster analysis among health and social care Hong Kong students.
BMC Medical Education
, 24
(1)
, Article 1508. 10.1186/s12909-024-06507-7.
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Abstract
Background: This study aimed to investigate which basic psychological needs profile, based on different levels of autonomy, competence, and relatedness, could exhibit higher student engagement and favorable attitudes toward interprofessional education (IPE). Methods: A total of 341 undergraduate and postgraduate health and social care students enrolled in an IPE simulation participated in this study. Data were analyzed using a person-centered approach using a two-step cluster analysis, multiple analysis of variance, and bootstrapped independent t-tests. The participants completed the self-report scales such as the basic psychological needs in general questionnaire, interprofessional attitudes scale, and engagement versus disaffection with learning scale. Results: Two basic psychological needs profiles emerged from the cluster analysis: a high basic psychological needs profile (i.e., high autonomy, moderately high competence, and very high relatedness) and a low basic psychological needs profile (i.e., low autonomy, moderately low competence, and very low relatedness). Students with high basic psychological needs profiles (n = 140; 41%) had more positive attitudes about IPE and were more behaviorally and emotionally engaged in participating in IPE tasks than students with low basic psychological needs profiles (n = 201; 59%). Conclusions: Findings suggest that health and social care students’ engagement and attitudes toward interprofessional education differed based on their basic psychological needs profiles. Health professions educators can leverage students’ basic psychological needs in designing interventions and simulation activities to promote students’ engagement and collaborative outcomes in IPE. Enhancing students’ basic psychological needs could be crucial in fostering greater behavioral and emotional engagement and positive attitudes in participating in IPE.
| Type: | Article |
|---|---|
| Title: | Which psychological needs profile exhibits higher engagement and favorable attitudes toward interprofessional education? A cluster analysis among health and social care Hong Kong students |
| Location: | England |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1186/s12909-024-06507-7 |
| Publisher version: | https://doi.org/10.1186/s12909-024-06507-7 |
| Language: | English |
| Additional information: | This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. |
| Keywords: | Basic psychological needs, Cluster analysis, Interprofessional education, Person-centered analysis, Student engagement, Humans, Hong Kong, Male, Female, Interprofessional Education, Attitude of Health Personnel, Cluster Analysis, Students, Health Occupations, Interprofessional Relations, Young Adult, Adult, Social Work, Surveys and Questionnaires |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Life Sciences UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Life Sciences > UCL School of Pharmacy UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Life Sciences > UCL School of Pharmacy > Pharmaceutics UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Life Sciences > UCL School of Pharmacy > Practice and Policy |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10202850 |
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