ArticleMedical education online2024
Students' motivation and engagement in interprofessional education: the mediating role of peer relatedness.
Article in Medical education online, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
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Who cites it
8 citing papers in PubMed.
- Do Students' Motivation Influence Interprofessional Competencies? The Mediating Role of Team Efficacy.Medical science educator · 2026Article
- Which Factors Promote Interprofessional Competence in Placements on a Training Ward? New Findings.Medical science educator · 2026Article
- Shaping collaborative practice: a qualitative case study of educators' experiences in integrated interprofessional education.BMC medical education · 2026Article
- Persistence-confidence incongruence and engagement in translation learning: a response surface analysis.Frontiers in psychology · 2026Article
- Peer interaction and social responsibility among medical students: extracurricular activities as a mediator and achievement motivation as a moderator.Medical education online · 2025Article
- Educational technology enhanced interprofessional E-learning for engaging cross-institutional and cross-border healthcare students: A mixed-methods study.International journal of nursing studies advances · 2025Article
- Student experiences and learning outcomes of an interprofessional and international service-learning program: an exploratory study.BMC medical education · 2025Article
- 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 · 2024Article
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15 authors.
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Abstract
introductionStudents' peer relatedness is vital to their academic achievement and engagement. However, little is known about the mechanisms that can explain such a link in health professions education, especially in interprofessional education (IPE), where interprofessional socialization is promoted. To address the research gap in understanding the social dynamics embedded within IPE and their impact on crucial motivational outcomes, this study examines how peer relatedness (belonging) mediates the link between motivation (both intrinsic and extrinsic) and engagement in IPE.
methodsData from 841 students enrolled in IPE from Medicine, Nursing, Social Work, Chinese Medicine, Pharmacy, Speech and Hearing Sciences, Clinical Psychology, and Food and Nutritional Science from a university in Hong Kong were used in this study. Intrinsic and extrinsic motivation were collected at baseline, while peer relatedness need satisfaction and engagement and disaffection in IPE were assessed after four weeks. We used a fully latent structural equation model to examine whether peer relatedness mediated the link between motivation and engagement in IPE.
resultsOur results indicate that intrinsic motivation at baseline significantly increases engagement and reduces disaffection four weeks later, while extrinsic motivation shows the opposite effect. Crucially, the adaptive role of motivation to engagement was significantly mediated by relatedness from IPE teams. Specifically, the effect of students' motivation on their engagement/disaffection in IPE can be partially explained by their relatedness within IPE teams.
conclusionThis study underscores the importance of peer relatedness in IPE, highlighting its role in harnessing student motivation to foster student engagement. The findings contribute to a deeper understanding of the psychosocial mechanisms in IPE and highlight the value of collaborative learning environments in fulfilling students' need for relatedness, thereby fostering adaptive IPE learning outcomes. The implications and limitations of the study are also discussed.
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