Academic emotions during an interprofessional learning episode in a clinical context: assessing within- and between-variation

ABSTRACT

Emotional experiences in the context of learning play an important role in the handling of learning processes. The aim of this study was to track participants’ self-reported academic emotions using a momentary assessment design with 14 measurement points to identify patterns and emotional states. In a 2-week course, 35 medical and nursing students were assigned to work together in small groups and assess real cardiac patients’ histories, treatment, and care. Thirty-two students participated in the study. Within means, standard deviations, and intra-class correlation coefficients were assessed to consider the relative proportion of within- and between-individual variation. Type of activity, time of day and group effects were investigated by means of ANOVAs or Mann-Whitney U tests. Results show a heterogeneous pattern of positive moods and only marginal occurrence of negative moods. Within variation was bigger than between variation of most positive moods. The highest positive affect was reported during a reflective seminar. Negative affect was higher during a stressful task. Medical and nursing students only differed in terms of their nervousness. It was also revealed that the variation in moods differed to a great extent between the small groups. The findings support the importance of academic emotions in interprofessional learning. Designing IPE to foster positive emotions during the learning processes might help students to be able to apply their knowledge and insights on the benefits of interprofessional collaboration in future working environments.

KEYWORDS:

• Academic emotions
• momentary assessment design
• interprofessional education
• clinical learning

Declaration of interest

The authors report no conflicts of interest.

Additional information

Funding

This work was supported by the Robert Bosch Stiftung [32.5.A381.0032.0].

Notes on contributors

Sonja Mohr

Sonja Mohr, PhD, is a research associate focusing on educational research and evaluation.

Hanno Grahn

Hanno Grahn, MD, is a physician and teaching coordinator in the Department of Cardiology.

Charlotte Krohne

Charlotte Krohne, GDNS, is a nursing scientist and teacher in the Academy for Training and Career.

Julian Brätz

Julian Brätz, MD, is a physician in the Department of Cardiology.

Andreas H. Guse

Andreas H. Guse, PhD MD, is a professor in the Department of Biochemistry and Molecular Cell Biology and the Vice Dean for Student Affairs.