Exploring pathways to develop interprofessional identity: a moderated mediation study.

Abstract

Interprofessional identity (IPI) is crucial in shaping the perceptions, knowledge, and collaborative skills of health professions learners. Its development is influenced by external factors (educational and practice contexts) and internal factors (motivational beliefs and confidence). Despite its importance, a comprehensive understanding of IPI formation is limited. This study proposed a theoretical model to clarify how professional self-efficacy and motivational beliefs contribute to IPI development, moderated by learning gains and satisfaction within interprofessional education (IPE). A longitudinal study with 473 health professions students was conducted during a 3-week IPE simulation course. Data were collected at the start and end of an IPE simulation course through questionnaires assessing professional self-efficacy, motivational beliefs, IPI, and program learning gains and satisfaction at two time points in 2023. A bootstrapped moderated mediation analysis using PROCESS Macro was employed to examine the mediating role of motivational beliefs between professional self-efficacy and IPI. Additionally, the study explored whether learning gains and satisfaction moderated the link between motivational beliefs and IPI. Professional self-efficacy significantly predicted IPI, with motivational beliefs mediating this relationship. The mediation effect was strengthened by students' perceived learning gains and satisfaction with the IPE program, indicating a significant index of moderated mediation (B = 0.073, BootSE = 0.026, 95% BootCI [0.020, 0.120]). Effective IPE initiatives should enhance professional self-efficacy and motivational beliefs to develop IPI among health professions students. Creating a supportive interprofessional learning environment is essential, fostering engagement and satisfaction to build a resilient IPI, ultimately enhancing collaborative practices and patient care quality.