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The Association of Readiness for Interprofessional Learning with empathy, motivation and professional identity development in medical students

BACKGROUND: The Readiness for Interprofessional Learning Scale is among the first scales developed for measurement of attitude towards interprofessional learning (IPL). However, the conceptual framework of the RIPLS still lacks clarity. We investigated the association of the RIPLS with professional...

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Autores principales: Visser, Cora L. F., Wilschut, Janneke A., Isik, Ulviye, van der Burgt, Stéphanie M. E., Croiset, Gerda, Kusurkar, Rashmi A.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2018
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5991439/
https://www.ncbi.nlm.nih.gov/pubmed/29879967
http://dx.doi.org/10.1186/s12909-018-1248-5
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author Visser, Cora L. F.
Wilschut, Janneke A.
Isik, Ulviye
van der Burgt, Stéphanie M. E.
Croiset, Gerda
Kusurkar, Rashmi A.
author_facet Visser, Cora L. F.
Wilschut, Janneke A.
Isik, Ulviye
van der Burgt, Stéphanie M. E.
Croiset, Gerda
Kusurkar, Rashmi A.
author_sort Visser, Cora L. F.
collection PubMed
description BACKGROUND: The Readiness for Interprofessional Learning Scale is among the first scales developed for measurement of attitude towards interprofessional learning (IPL). However, the conceptual framework of the RIPLS still lacks clarity. We investigated the association of the RIPLS with professional identity, empathy and motivation, with the intention of relating RIPLS to other well-known concepts in healthcare education, in an attempt to clarify the concept of readiness. METHODS: Readiness for interprofessional learning, professional identity development, empathy and motivation of students for medical school, were measured in all 6 years of the medical curriculum. The association of professional identity development, empathy and motivation with readiness was analyzed using linear regression. RESULTS: Empathy and motivation significantly explained the variance in RIPLS subscale Teamwork & Collaboration. Gender and belonging to the first study year had a unique positive contribution in explaining the variance of the RIPLS subscales Positive and Negative Professional Identity, whereas motivation had no contribution. More compassionate care, as an affective component of empathy, seemed to diminish readiness for IPL. Professional Identity, measured as affirmation or denial of the identification with a professional group, had no contribution in the explanation of the variance in readiness. CONCLUSIONS: The RIPLS is a suboptimal instrument, which does not clarify the ‘what’ and ‘how’ of IPL in a curriculum. This study suggests that students’ readiness for IPE may benefit from a combination with the cognitive component of empathy (‘Perspective taking’) and elements in the curriculum that promote autonomous motivation.
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spelling pubmed-59914392018-06-21 The Association of Readiness for Interprofessional Learning with empathy, motivation and professional identity development in medical students Visser, Cora L. F. Wilschut, Janneke A. Isik, Ulviye van der Burgt, Stéphanie M. E. Croiset, Gerda Kusurkar, Rashmi A. BMC Med Educ Research Article BACKGROUND: The Readiness for Interprofessional Learning Scale is among the first scales developed for measurement of attitude towards interprofessional learning (IPL). However, the conceptual framework of the RIPLS still lacks clarity. We investigated the association of the RIPLS with professional identity, empathy and motivation, with the intention of relating RIPLS to other well-known concepts in healthcare education, in an attempt to clarify the concept of readiness. METHODS: Readiness for interprofessional learning, professional identity development, empathy and motivation of students for medical school, were measured in all 6 years of the medical curriculum. The association of professional identity development, empathy and motivation with readiness was analyzed using linear regression. RESULTS: Empathy and motivation significantly explained the variance in RIPLS subscale Teamwork & Collaboration. Gender and belonging to the first study year had a unique positive contribution in explaining the variance of the RIPLS subscales Positive and Negative Professional Identity, whereas motivation had no contribution. More compassionate care, as an affective component of empathy, seemed to diminish readiness for IPL. Professional Identity, measured as affirmation or denial of the identification with a professional group, had no contribution in the explanation of the variance in readiness. CONCLUSIONS: The RIPLS is a suboptimal instrument, which does not clarify the ‘what’ and ‘how’ of IPL in a curriculum. This study suggests that students’ readiness for IPE may benefit from a combination with the cognitive component of empathy (‘Perspective taking’) and elements in the curriculum that promote autonomous motivation. BioMed Central 2018-06-07 /pmc/articles/PMC5991439/ /pubmed/29879967 http://dx.doi.org/10.1186/s12909-018-1248-5 Text en © The Author(s). 2018 Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.
spellingShingle Research Article
Visser, Cora L. F.
Wilschut, Janneke A.
Isik, Ulviye
van der Burgt, Stéphanie M. E.
Croiset, Gerda
Kusurkar, Rashmi A.
The Association of Readiness for Interprofessional Learning with empathy, motivation and professional identity development in medical students
title The Association of Readiness for Interprofessional Learning with empathy, motivation and professional identity development in medical students
title_full The Association of Readiness for Interprofessional Learning with empathy, motivation and professional identity development in medical students
title_fullStr The Association of Readiness for Interprofessional Learning with empathy, motivation and professional identity development in medical students
title_full_unstemmed The Association of Readiness for Interprofessional Learning with empathy, motivation and professional identity development in medical students
title_short The Association of Readiness for Interprofessional Learning with empathy, motivation and professional identity development in medical students
title_sort association of readiness for interprofessional learning with empathy, motivation and professional identity development in medical students
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5991439/
https://www.ncbi.nlm.nih.gov/pubmed/29879967
http://dx.doi.org/10.1186/s12909-018-1248-5
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