Interprofessional Treatment of Malnutrition and Sarcopenia by Dietitians and Physiotherapists: Exploring Attitudes, Interprofessional Identity, Facilitators, Barriers, and Occurrence

Reinders, Jan-Jaap; Hobbelen, Hans; Tieland, Michael; Weijs, P.J.M.; Jager‐Wittenaar, Harriët

doi:10.2147/jmdh.s358237

Cited by 8 publications

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“…It does confirm the theorised outcomes based on motivational characteristics like effort and direction towards interprofessional collaboration. It is possible that interprofessional collaboration can be different between groups with the same degree of interprofessional identification because of differences in individual competencies and/or a different set of enablers and barriers in their own learning or work environment 60 . This makes it difficult to determine the relative contribution of interprofessional identity as associated with interprofessional collaboration and as a predictor of interprofessional performance.…”

Section: Discussionmentioning

confidence: 99%

“…It is possible that interprofessional collaboration can be different between groups with the same degree of interprofessional identification because of differences in individual competencies and/or a different set of enablers and barriers in their own learning or work environment. 60 This makes it difficult to determine the relative contribution of interprofessional identity as associated with interprofessional collaboration and as a predictor of interprofessional performance. The relative contribution of interprofessional identity to performance should be clarified by future research.…”

Section: Discussionmentioning

confidence: 99%

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Interprofessional identity and motivation towards interprofessional collaboration

Reinders

Krijnen

2023

Medical Education

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IntroductionIt is unknown whether interprofessional identity is able to explain interprofessional behaviours. Extended professional identity theory provides clues by combining two psychological identity approaches. The aim of this study is to investigate whether interprofessional identity is a source for intrinsic motivation towards interprofessional collaboration related to wider group membership.MethodsParticipants of this double‐blinded study were 47 dentistry and 41 dental hygiene students (86.3% response) without interprofessional education (IPE) experience. Group productivity was used as indicator of group effort and equal communication as indication for interprofessional direction. The extended professional identity scale (EPIS) was used to measure interprofessional identity eight weeks prior to a mandatory IPE course. Based on EPIS levels, students were assigned to a low or high interprofessional identity group condition. Subsequently, 12 interprofessional teams (four to five members) were randomly composed per condition. Each group received eight problems (regarding roles, responsibilities and collaborative practice) for which they were expected to provide up to 10 solutions. Six trained psychologists rated the validity of solutions after which the percentage of solutions per group was calculated. Additionally, the psychologists rated interprofessional direction by observing team communication (asking questions, topic control, prosocial formulations, and speech frequency) during the second group meeting.ResultsNo interprofessional identity differences were found with regard to gender and profession. The mean difference between groups with low versus high interprofessional identity was 0.5 (M = 3.4; SD = 0.5 and M = 3.9, SD = 0.4, respectively), t = −5.880, p < 0.001. Groups with high identity generated more solutions compared to low identity groups (91.5% vs. 86.4%), t = −2938, p = 0.004. The correlation between individual interprofessional identity and group effort was significant, r = 0.22, p = 0.036. Groups with high identity showed more interprofessional direction, t = −2.160, p = 0.034.DiscussionInterprofessional identity has a positive effect on congruent interprofessional behaviours after 10 weeks. More research is required to understand interprofessional identity in relation to performance in education and work.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%