Modeling the effect of social interdependence in interprofessional collaborative learning

ABSTRACT

Interprofessional education (IPE) often uses collaborative learning for better teamwork among multiple professions. Its theoretical background is social interdependence theory (SIT), and positive interdependence is key for successful collaborative learning. As there is little theoretical knowledge on how to optimize the social interdependence in IPE, educators often struggle to develop an effective program. Therefore, a more specific explanation of the relationship between social interdependence and interprofessional readiness might make IPE more effective. We aimed to elucidate how students’ social interdependence in collaborative learning relates to interprofessional readiness. Health profession students (n = 259) undertaking a collaborative IPE program were asked to complete two validated questionnaires: Readiness for Interprofessional Learning Scale and Social Interdependence Scale in Collaborative Learning. A structural equation analysis provided a good fit for the data. Awareness of objectives positively predicted interprofessional collaboration and identity, whereas specific roles as health professionals negatively predicted interprofessional roles and identity. As the current healthcare system is highly specialized, there is a dilemma that the more specific a problem is, the clearer it is which profession is responsible for solving it. Hence, strengthening awareness collaboratively may overcome the dilemma. Also, it is necessary to reconstruct a curriculum based on the premise of interprofessional activities.

KEYWORDS:

• Collaborative learning
• social interdependence
• interprofessional evaluation
• psychometric instruments
• structural equation modeling

Acknowledgments

We thank the students who participated in the research, and faculty members to coordinate and support the IPE program. We would also like to appreciate Editage (www.editage.com) for English language editing.

Availability of data and materials

The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request.

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.

Additional information

Funding

This work was supported by the JSPS KAKENHI under Grant #18 K17315. This funding source had no role in the design of this study and will not have any role during its execution, analyses, interpretation of the data, or decision to submit results.

Notes on contributors

Ikuo Shimizu

Ikuo Shimizu, MD, MHPE, is an assistant professor at Safety Management Office, Shinshu University Hospital, Japan, and a PhD candidate at School of Health Professions Education, Maastricht University, The Netherlands. He made substantial contributions to: conception and design, acquisition of data, analysis and interpretation of data as well as drafting the document the manuscript.

Teiji Kimura

Teiji Kimura, PT, PhD, is a professor at Department of Fundamental Physical Therapy, Shinshu University, Japan. He made substantial contributions to design of the work, acquisition of data, as well as critically revising the manuscript.

Robbert Duvivier

Robbert Duvivier, MD, PhD, MBA, combines specialist training in psychiatry at Parnassia Mental Health in the Hague, the Netherlands, with research in education. He currently holds appointments at Maastricht University, the Netherlands, and at the University of Newcastle, Australia where he is a Senior Lecturer in Medical Education. He made substantial contributions to: conception and design, analysis and drafting and critically revising the manuscript.

Cees van der Vleuten

Cees van der Vleuten is a professor and scientific director, School of Health Professions Education, Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, The Netherlands. He made substantial contributions to: conception and design, analysis and drafting and critically revising the manuscript.