Evidence map›Paper›PMID 41182573›Full record

ArticleAdvances in health sciences education : theory and practice2026

What predicts collective dedication in health professions education? A path analysis among health and social care students.

John Ian Wilzon T Dizon, Qing He, Xiaoai Shen, Ma Jenina Nalipay, Runjia Wang, Karen Man Kei Chan, Linda Chan, Jody Kwok Pui Chu, Amy Yin Man Chow, Julienne Jen and 7 more

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Article in Advances in health sciences education : theory and practice, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.

0numbers the graph read from it
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

17 authors.

John Ian Wilzon T DizonBau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, SAR, China.ORCID http://orcid.org/0000-0002-4912-7390
Qing HeBau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, SAR, China.ORCID http://orcid.org/0000-0003-4260-7997
Xiaoai ShenBau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, SAR, China.ORCID http://orcid.org/0000-0001-8307-7959
Ma Jenina NalipayDepartment of Curriculum and Instruction, The Chinese University of Hong Kong, Hong Kong, SAR, China.
Runjia WangBau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, SAR, China.
Karen Man Kei ChanSwallowing Research Laboratory at the Faculty of Education, The University of Hong, Hong Kong, China.ORCID http://orcid.org/0000-0002-7114-5739
Linda ChanDepartment of Family Medicine and Primary Care and at the Bau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, China.ORCID http://orcid.org/0000-0002-9802-5059
Jody Kwok Pui ChuDepartment of Pharmacology and Pharmacy, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, China.
Amy Yin Man ChowDepartment of Social Work and Social Administration, Faculty of Social Sciences, The University of Hong Kong, Hong Kong, China.ORCID http://orcid.org/0000-0002-4126-7815
Julienne JenDepartment of Professional Legal Education, Faculty of Law, The University of Hong Kong, Hong Kong, China.
May P S LamDepartment of Pharmacology and Pharmacy, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, China.
Feona Chung Yin LeungSchool of Chinese Medicine, Li Ka Shing, Faculty of Medicine, The University of Hong Kong, Hong Kong, China.
Mary Lok Man SeeSchool of Nursing, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, China.
Dana VackovaSchool of Public Health, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, China.
Pauline Pui Ning YeungSchool of Clinical Medicine, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, China.ORCID http://orcid.org/0000-0001-6671-5963
George L TipoeBau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, SAR, China.ORCID https://orcid.org/0000-0002-2603-0625
Fraide A GanoticeBau Institute of Medical and Health Sciences Education, Li Ka Shing Faculty of Medicine, The University of Hong Kong, Hong Kong, SAR, China. ganotc75@hku.hk.ORCID https://orcid.org/0000-0003-3139-9926

Funding

University of Hong Kong Seed Fund for New Staff
6 · The paper itself

Abstract

backgroundIn health professions education, cultivating commitment to collaborative practice is essential. However, collective dedication as a desired outcome in interprofessional education (IPE) often remains overlooked. Psychological factors contributing to team members' collective dedication are poorly understood within health professions collaborative learning environments. This study examined relationships among team psychological factors (interdependence, relatedness, efficacy, and potency) and their influence on collective dedication in an IPE context.

methodData were from 236 undergraduate students (Chinese medicine, Law, Medicine, Nursing, Pharmacy, Speech Therapy, and Social Work) who attended an IPE simulation at a higher education institution in Hong Kong. Participants completed a set of standardized questionnaires adapted to the IPE context, assessing positive interdependence, sense of relatedness, collective efficacy, group potency, and collective dedication. The data were analyzed using correlational and path analysis.

resultsFindings showed that positive interdependence positively predicted students' sense of relatedness, collective efficacy, and group potency. Further, sense of relatedness positively predicted collective efficacy, group potency, and collective dedication. Further, collective efficacy and group potency positively predicted collective dedication. Lastly, collective efficacy mediated the association between group potency and collective dedication.

conclusionsThis study advances health professions education by examining the pathways to collective dedication in IPE. Positive interdependence indirectly affects collective dedication through students' sense of relatedness, group potency, and collective efficacy. The findings provide practical implications of the findings for health professions educators and IPE program implementers.

Indexed as

Cooperative BehaviorHealth OccupationsInterprofessional EducationInterprofessional RelationsSocial WorkStudents, Health OccupationsAdultCollective EfficacyFemaleHong KongHumansMaleSocial GroupSurveys and QuestionnairesYoung AdultCollective dedicationCollective efficacyHealth professions studentsInterprofessional educationPath analysis

Identifiers

PMID41182573
PMCPMC13553669

What OpenQuestion holds

Textmetadata
Read underepoch 390

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.