Which psychological needs profile exhibits higher engagement and favorable attitudes toward interprofessional education? A cluster analysis among health and social care Hong Kong students
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 undergradu...
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2024-12-01
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| Online Access: | https://doi.org/10.1186/s12909-024-06507-7 |
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| author | John Ian Wilzon T. Dizon Qing He Xiaoai Shen Pauline Luk Doris Yin Kei Chong Karen Man Kei Chan Chad Wing Nga Chan Sarah So Ching Chan Jacky Chak Pui Choy Chor Yin Lam Diana Pui Ling Lee Michael Magtoto Manio Zoe Lai Han Ng Terry Tin Wai Ng Mine Orlu Cecilia Tin Yan Sit Grace Pui Yuk Szeto Jacqueline Kwan Yuk Yuen George L. Tipoe Fraide A. Ganotice |
| author_facet | John Ian Wilzon T. Dizon Qing He Xiaoai Shen Pauline Luk Doris Yin Kei Chong Karen Man Kei Chan Chad Wing Nga Chan Sarah So Ching Chan Jacky Chak Pui Choy Chor Yin Lam Diana Pui Ling Lee Michael Magtoto Manio Zoe Lai Han Ng Terry Tin Wai Ng Mine Orlu Cecilia Tin Yan Sit Grace Pui Yuk Szeto Jacqueline Kwan Yuk Yuen George L. Tipoe Fraide A. Ganotice |
| author_sort | John Ian Wilzon T. Dizon |
| collection | DOAJ |
| description | 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. |
| format | Article |
| id | doaj-art-e6a3f0158aa54900af730b4ef7a6ae8d |
| institution | OA Journals |
| issn | 1472-6920 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | BMC |
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| series | BMC Medical Education |
| spelling | doaj-art-e6a3f0158aa54900af730b4ef7a6ae8d2025-08-20T01:57:16ZengBMCBMC Medical Education1472-69202024-12-0124111110.1186/s12909-024-06507-7Which psychological needs profile exhibits higher engagement and favorable attitudes toward interprofessional education? A cluster analysis among health and social care Hong Kong studentsJohn Ian Wilzon T. Dizon0Qing He1Xiaoai Shen2Pauline Luk3Doris Yin Kei Chong4Karen Man Kei Chan5Chad Wing Nga Chan6Sarah So Ching Chan7Jacky Chak Pui Choy8Chor Yin Lam9Diana Pui Ling Lee10Michael Magtoto Manio11Zoe Lai Han Ng12Terry Tin Wai Ng13Mine Orlu14Cecilia Tin Yan Sit15Grace Pui Yuk Szeto16Jacqueline Kwan Yuk Yuen17George L. Tipoe18Fraide A. Ganotice19Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong KongBau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong KongBau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong KongBau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong KongDepartment of Physiotherapy, School of Nursing and Health Studies, Hong Kong Metropolitan UniversitySwallowing Research Laboratory, Faculty of Education, The University of Hong KongDepartment of Physiotherapy, School of Nursing and Health Studies, Hong Kong Metropolitan UniversityBau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong KongDepartment of Social Work and Social Administration, Faculty of Social Sciences, The University of Hong KongDepartment of Orthopaedics and Traumatology, Li Ka Shing Faculty of Medicine, the University of Hong KongAcademic Unit of Human Communication, Learning and Development, Faculty of Education, The University of Hong KongSchool of Biomedical Sciences, Li Ka Shing Faculty of Medicine, The University of Hong KongSchool of Nursing, Li Ka Shing Faculty of Medicine, The University of Hong KongSchool of Pharmacy, University College LondonSchool of Pharmacy, University College LondonSchool of Nursing, Li Ka Shing Faculty of Medicine, The University of Hong KongSchool of Medical and Health Sciences, Tung Wah CollegeDepartment of Medicine, School of Clinical Medicine, Li Ka Shing Faculty of Medicine, The University of Hong KongBau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong KongBau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong KongAbstract 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.https://doi.org/10.1186/s12909-024-06507-7Basic psychological needsCluster analysisPerson-centered analysisInterprofessional educationStudent engagement |
| spellingShingle | John Ian Wilzon T. Dizon Qing He Xiaoai Shen Pauline Luk Doris Yin Kei Chong Karen Man Kei Chan Chad Wing Nga Chan Sarah So Ching Chan Jacky Chak Pui Choy Chor Yin Lam Diana Pui Ling Lee Michael Magtoto Manio Zoe Lai Han Ng Terry Tin Wai Ng Mine Orlu Cecilia Tin Yan Sit Grace Pui Yuk Szeto Jacqueline Kwan Yuk Yuen George L. Tipoe Fraide A. Ganotice 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 Basic psychological needs Cluster analysis Person-centered analysis Interprofessional education Student engagement |
| 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 |
| title_full | Which psychological needs profile exhibits higher engagement and favorable attitudes toward interprofessional education? A cluster analysis among health and social care Hong Kong students |
| title_fullStr | Which psychological needs profile exhibits higher engagement and favorable attitudes toward interprofessional education? A cluster analysis among health and social care Hong Kong students |
| title_full_unstemmed | Which psychological needs profile exhibits higher engagement and favorable attitudes toward interprofessional education? A cluster analysis among health and social care Hong Kong students |
| title_short | Which psychological needs profile exhibits higher engagement and favorable attitudes toward interprofessional education? A cluster analysis among health and social care Hong Kong students |
| title_sort | which psychological needs profile exhibits higher engagement and favorable attitudes toward interprofessional education a cluster analysis among health and social care hong kong students |
| topic | Basic psychological needs Cluster analysis Person-centered analysis Interprofessional education Student engagement |
| url | https://doi.org/10.1186/s12909-024-06507-7 |
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