Saskia C M Oosterbaan-Lodder, Jan Jaap Reinders, Marco A C Versluis, Fedde Scheele, Rashmi A Kusurkar
{"title":"医疗保健专业学生在跨行业培训单位实习期间的专业和跨行业身份形成——一项多中心定量研究。","authors":"Saskia C M Oosterbaan-Lodder, Jan Jaap Reinders, Marco A C Versluis, Fedde Scheele, Rashmi A Kusurkar","doi":"10.5334/pme.1649","DOIUrl":null,"url":null,"abstract":"<p><strong>Introduction: </strong>Using Identity and Social Identity Theory as frameworks, we investigated the contribution of placement in an Interprofessional Training Unit (ITU) on a maternity ward to professional and interprofessional identity development, the interplay between these identities, and the association with some background factors.</p><p><strong>Methods: </strong>A prospective pre-post-intervention design was used. Before and after ITU placement, students in two Dutch hospitals participated in an online survey, comprising background characteristics, and scales measuring professional (PI) and interprofessional identity (IPI). PI and IPI scores between T0 and T1 were compared by means of a paired t-test. A two-way factorial ANOVA was used to test for differences between groups, based on background factors.</p><p><strong>Results: </strong>Out of 209 students, 179 students (89.9%) completed the pre- and post-placement surveys. We found no significant change in professional identity formation, but a significant increase in interprofessional identity formation across the placement for students from all three professions, with midwifery students having the highest increase. Students with higher PI scores had significantly higher IPI scores before placement compared to students with lower PI scores, without a significantly higher increase in IPI during the placement. No significant differences in IPI change were found for other variables.</p><p><strong>Discussion: </strong>We found that a one-week interprofessional placement significantly increased students' interprofessional identity, with midwifery students showing the largest raise. Students with a higher PI also had a higher IPI before the ITU placement, suggesting a stronger PI is associated with a greater propensity for fostering IPI. Possible explanations for these findings are offered.</p>","PeriodicalId":48532,"journal":{"name":"Perspectives on Medical Education","volume":"14 1","pages":"399-410"},"PeriodicalIF":3.9000,"publicationDate":"2025-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12273683/pdf/","citationCount":"0","resultStr":"{\"title\":\"Professional and Interprofessional Identity Formation in Healthcare Students During Placement in an Interprofessional Training Unit - A Multicentre Quantitative Study.\",\"authors\":\"Saskia C M Oosterbaan-Lodder, Jan Jaap Reinders, Marco A C Versluis, Fedde Scheele, Rashmi A Kusurkar\",\"doi\":\"10.5334/pme.1649\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Introduction: </strong>Using Identity and Social Identity Theory as frameworks, we investigated the contribution of placement in an Interprofessional Training Unit (ITU) on a maternity ward to professional and interprofessional identity development, the interplay between these identities, and the association with some background factors.</p><p><strong>Methods: </strong>A prospective pre-post-intervention design was used. Before and after ITU placement, students in two Dutch hospitals participated in an online survey, comprising background characteristics, and scales measuring professional (PI) and interprofessional identity (IPI). PI and IPI scores between T0 and T1 were compared by means of a paired t-test. A two-way factorial ANOVA was used to test for differences between groups, based on background factors.</p><p><strong>Results: </strong>Out of 209 students, 179 students (89.9%) completed the pre- and post-placement surveys. We found no significant change in professional identity formation, but a significant increase in interprofessional identity formation across the placement for students from all three professions, with midwifery students having the highest increase. Students with higher PI scores had significantly higher IPI scores before placement compared to students with lower PI scores, without a significantly higher increase in IPI during the placement. No significant differences in IPI change were found for other variables.</p><p><strong>Discussion: </strong>We found that a one-week interprofessional placement significantly increased students' interprofessional identity, with midwifery students showing the largest raise. Students with a higher PI also had a higher IPI before the ITU placement, suggesting a stronger PI is associated with a greater propensity for fostering IPI. 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Professional and Interprofessional Identity Formation in Healthcare Students During Placement in an Interprofessional Training Unit - A Multicentre Quantitative Study.
Introduction: Using Identity and Social Identity Theory as frameworks, we investigated the contribution of placement in an Interprofessional Training Unit (ITU) on a maternity ward to professional and interprofessional identity development, the interplay between these identities, and the association with some background factors.
Methods: A prospective pre-post-intervention design was used. Before and after ITU placement, students in two Dutch hospitals participated in an online survey, comprising background characteristics, and scales measuring professional (PI) and interprofessional identity (IPI). PI and IPI scores between T0 and T1 were compared by means of a paired t-test. A two-way factorial ANOVA was used to test for differences between groups, based on background factors.
Results: Out of 209 students, 179 students (89.9%) completed the pre- and post-placement surveys. We found no significant change in professional identity formation, but a significant increase in interprofessional identity formation across the placement for students from all three professions, with midwifery students having the highest increase. Students with higher PI scores had significantly higher IPI scores before placement compared to students with lower PI scores, without a significantly higher increase in IPI during the placement. No significant differences in IPI change were found for other variables.
Discussion: We found that a one-week interprofessional placement significantly increased students' interprofessional identity, with midwifery students showing the largest raise. Students with a higher PI also had a higher IPI before the ITU placement, suggesting a stronger PI is associated with a greater propensity for fostering IPI. Possible explanations for these findings are offered.
期刊介绍：
Perspectives on Medical Education mission is support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices.
Official journal of the The Netherlands Association of Medical Education (NVMO).
Perspectives on Medical Education is a non-profit Open Access journal with no charges for authors to submit or publish an article, and the full text of all articles is freely available immediately upon publication, thanks to the sponsorship of The Netherlands Association for Medical Education.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy.
Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary.
The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members.
The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.
Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary.
The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members.
The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief.
Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.
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