Evidence map›Paper›PMID 41163164›Full record

ArticleBMC medical education2025

Exploring health and allied science students' achievement emotions profiles: a person-centered analysis.

Fraide A Ganotice, John Ian Wilzon T Dizon, Xiaoai Shen, Pauline Yeung Ng, Binbin Zheng, Arkers Kwan Ching Wong, Franco Wing Tak Cheng, Karen Man Kei Chan, Linda Chan, Sarah So Ching Chan and 13 more

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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 1 paper.

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0cells of the map it votes in
1citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

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.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

1 citing paper in PubMed.

  1. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

23 authors.

Fraide A GanoticeLi Ka Shing Faculty of Medicine, Bau Institute of Medical and Health Sciences Education, The University of Hong Kong, Hong Kong SAR, China. ganotc75@hku.hk.
John Ian Wilzon T DizonLi Ka Shing Faculty of Medicine, Bau Institute of Medical and Health Sciences Education, The University of Hong Kong, Hong Kong SAR, China.
Xiaoai ShenLi Ka Shing Faculty of Medicine, Bau Institute of Medical and Health Sciences Education, The University of Hong Kong, Hong Kong SAR, China.
Pauline Yeung NgLi Ka Shing Faculty of Medicine, School of Clinical Medicine, The University of Hong Kong, Hong Kong SAR, China.
Binbin ZhengLi Ka Shing Faculty of Medicine, Bau Institute of Medical and Health Sciences Education, The University of Hong Kong, Hong Kong SAR, China.
Arkers Kwan Ching WongFaculty of Health and Social Sciences, School of Nursing, The Hong Kong Polytechnic University, Hong Kong SAR, China.
Franco Wing Tak ChengDepartment of Pharmacology and Pharmacy, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China.
Karen Man Kei ChanFaculty of Education, Swallowing Research Laboratory, The University of Hong Kong, Hong Kong SAR, China.
Linda ChanLi Ka Shing Faculty of Medicine, Bau Institute of Medical and Health Sciences Education, The University of Hong Kong, Hong Kong SAR, China.
Sarah So Ching ChanLi Ka Shing Faculty of Medicine, Bau Institute of Medical and Health Sciences Education, The University of Hong Kong, Hong Kong SAR, China.
Denise Mae ChuaFaculty of Education, Swallowing Research Laboratory, The University of Hong Kong, Hong Kong SAR, China.
Jody Kwok Pui ChuDepartment of Pharmacology and Pharmacy, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong SAR, China.
Amy Yin Man ChowDepartment of Social Work and Social Administration, Faculty of Social Sciences, The University of Hong Kong, Hong Kong SAR, China.
Edwin Chung-Hin DungDepartment of Electrical and Electronic Engineering, Faculty of Engineering, The University of Hong Kong, Hong Kong SAR, China.
Qing HeLi Ka Shing Faculty of Medicine, Bau Institute of Medical and Health Sciences Education, The University of Hong Kong, Hong Kong SAR, China.
Lily Yuen Wah HoFaculty of Health and Social Sciences, School of Nursing, The Hong Kong Polytechnic University, Hong Kong SAR, China.
Julienne JenDepartment of Professional Legal Education, Faculty of Law, The University of Hong Kong, Hong Kong SAR, China.
Wei-Ning LeeDepartment of Electrical and Electronic Engineering, Faculty of Engineering, The University of Hong Kong, Hong Kong SAR, China.
Feona Chung Yin LeungLi Ka Shing Faculty of Medicine, School of Chinese Medicine, The University of Hong Kong, Hong Kong SAR, China.
Qun WangDepartment of Mechanical Engineering, Faculty of Engineering, The University of Hong Kong, Hong Kong SAR, China.
Kevin K TsiaDepartment of Electrical and Electronic Engineering, Faculty of Engineering, The University of Hong Kong, Hong Kong SAR, China.
Dana VackovaLi Ka Shing Faculty of Medicine, School of Public Health, The University of Hong Kong, Hong Kong SAR, China.
George L TipoeLi Ka Shing Faculty of Medicine, Bau Institute of Medical and Health Sciences Education, The University of Hong Kong, Hong Kong SAR, China.

Funding

University of Hong Kong 202009185081
6 · The paper itself

Abstract

backgroundWhile achievement emotions have gained prominence in education, research remains scarce in interprofessional education (IPE) contexts where students also experience complex combinations of emotions. This study uses a person-centered approach to explore health and allied science students' achievement emotions profiles in an IPE setting, capturing the full spectrum of emotional experiences, to identify clusters of achievement emotions in profiles, clarify between-profile differences, and establish the link between such profiles and student outcomes.

methodsWe measured the participants' achievement emotions, team experience, and satisfaction with life using validated scales, as well as their team readiness and overall IPE performance. Data from 240 Chinese healthcare and allied science students enrolled in an interprofessional education simulation were analysed via a person-centred approach using K-means cluster analysis, multiple analysis of variance, and t-tests.

resultsThree achievement emotion profiles emerged: positive (34%; high positive, low negative), low (28%; low positive, low negative), and mixed (38%; moderate positive, moderate negative). Students with positive profiles showed significantly higher team satisfaction, life satisfaction, and overall IPE performance compared to other clusters. Additional analyses revealed discipline differences, with Law (64%) and Nursing (45%) students showing the highest proportions of positive profiles. Gender analyses indicated that female students reported significantly higher positive emotions and lower negative emotions than male students.

conclusionsThis study identified three achievement emotion profiles, with students showing positive emotion profiles demonstrating significantly better team satisfaction, life satisfaction, and IPE performance. Discipline and gender differences suggest that targeted interventions based on emotion profiles could potentially optimize student outcomes in collaborative healthcare education settings.

Indexed as

AchievementEmotionsInterprofessional EducationStudents, Health OccupationsAdultChinaFemaleHumansMalePersonal SatisfactionYoung AdultAchievement emotionsCluster analysisHealthcare studentsInterprofessional collaborationPerson-centred analysis

Identifiers

PMID41163164
PMCPMC12574050

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LicenceCC BY-NC-ND
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Registered trials

None linked

Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.