TY - JOUR
T1 - Which psychological needs profile exhibits higher engagement and favorable attitudes toward interprofessional education? A cluster analysis among health and social care Hong Kong students
AU - Dizon, John Ian Wilzon T.
AU - He, Qing
AU - Shen, Xiaoai
AU - Luk, Pauline
AU - Chong, Doris Yin Kei
AU - Chan, Karen Man Kei
AU - Chan, Chad Wing Nga
AU - Chan, Sarah So Ching
AU - Choy, Jacky Chak Pui
AU - Lam, Chor Yin
AU - Lee, Diana Pui Ling
AU - Manio, Michael Magtoto
AU - Ng, Zoe Lai Han
AU - Ng, Terry Tin Wai
AU - Orlu, Mine
AU - Sit, Cecilia Tin Yan
AU - Szeto, Grace Pui Yuk
AU - Yuen, Jacqueline Kwan Yuk
AU - Tipoe, George L.
AU - Ganotice, Fraide A.
N1 - Publisher Copyright:
© The Author(s) 2024.
PY - 2024/12
Y1 - 2024/12
N2 - 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.
AB - 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.
KW - Basic psychological needs
KW - Cluster analysis
KW - Interprofessional education
KW - Person-centered analysis
KW - Student engagement
UR - http://www.scopus.com/inward/record.url?scp=85212705998&partnerID=8YFLogxK
U2 - 10.1186/s12909-024-06507-7
DO - 10.1186/s12909-024-06507-7
M3 - Article
AN - SCOPUS:85212705998
SN - 1472-6920
VL - 24
JO - BMC Medical Education
JF - BMC Medical Education
IS - 1
M1 - 1508
ER -