ArticleBMC medical education2025
Effects of students' psychological needs satisfaction on interprofessional competencies: a multilevel analysis.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- Supporting Students' Interprofessional Identity Formation Through Basic Psychological Needs Satisfaction: A Qualitative Inquiry.Advances in medical education and practice · 2026Article
- The relationship between trait mindfulness and psychotic-like experiences in a brief AI-generated music listening context: the roles of presence, perceived interactivity, and emotional arousal.Frontiers in psychiatry · 2026Article
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Authors and funding
4 authors.
Funding
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Abstract
backgroundInterprofessional education (IPE) promotes learning across different disciplines in a team-based learning format. However, existing research has not examined the influence of psychological needs satisfaction at the team level on interprofessional competencies, representing a critical theoretical and methodological gap. Grounded in self-determination theory (SDT), this study tested the effects of psychological needs (autonomy, competence, relatedness) satisfaction at the individual and team levels on interprofessional competencies (communication, roles and responsibilities, collaborative patient/family-centered approach, conflict management/resolution, and team functioning).
methodsThis quantitative research involved teams of 7-10 healthcare students from two universities in Hong Kong, including Chinese Medicine, Engineering, Law, Medicine, Nursing, Pharmacy, and Social Work. These students completed the self-reported Basic Psychological Need Satisfaction scale and Interprofessional Collaborative Competencies Attainment Survey after participating in the IPE. Data were analyzed using multilevel analysis.
resultsAmong the psychological needs, autonomy and relatedness at the individual level were critical for developing interprofessional competencies, such as communication, roles and responsibilities, collaborative patient/family-centered approach, conflict management/resolution, and team functioning. Additionally, competence at both individual and team levels emerged as the strongest predictor of collaboration.
conclusionsSatisfaction of students' psychological needs at the individual and team levels is critical for the achievement of interprofessional competencies. Theoretically, adopting SDT as a framework provides IPE implementers an understanding of how satisfaction of basic psychological needs is linked with interprofessional competencies. Practically, our findings can guide the design and implementation of IPE programmes, enhancing collaborative healthcare practice. Methodologically, this study advances IPE literature by utilizing the multilevel analytical approach to identify predictors of IPE competencies at both the student and team levels.
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