Interprofessional identity development: awareness as the beginning of change.
TL;DR
This study reevaluates whether the Readiness for Interprofessional Learning Scale (RIPLS) captures readiness or a distinct construct within IPI development and views interprofessional awareness as a catalyst for self-efficacy, openness, and commitment, key elements of interprofessional education.
Abstract
Developing an interprofessional identity (IPI) enhances intrinsic motivation for interprofessional collaboration, supported by beliefs in diversity that alleviate identity threats within dynamic teams. However, personal experiences and contextual changes, such as transitioning into practice, may hinder openness and disrupt the balance between professional identity and IPI. Since readiness for interprofessional learning is widely used to indicate learners' preparedness for collaborative practice, this study reevaluates whether the Readiness for Interprofessional Learning Scale (RIPLS) captures readiness or a distinct construct within IPI development. We used a pragmatic constructionist approach, combining quantitative and qualitative methods to assess the meaning and utility of the translated Dutch RIPLS in an undergraduate setting. Validity and reliability were assessed through a cross-sectional study with 3,311 participants and two pre-post studies with 330 and 89 participants. We conducted content analysis based on interviews with two teachers and six health sciences trainees. An exploratory factor analysis revealed a one-factor model with eight items explaining 35.35% of the variance (eigenvalue = 3.463) and factor loadings ranging from .512 to .697. This model was relabeled as the Awareness of Interprofessional Learning Scale (AIPLS). A confirmatory factor analysis on posttest data (n = 456) demonstrated excellent fit (SRMR = .018, RMSEA = .068, CFI = .969, TLI = .957), with loadings between .62 and .77. In contrast, unidimensional and four-dimensional RIPLS structures showed poor to reasonable fits. The AIPLS exhibited a high coefficient omega of .81, moderate stability (ICC = .725), and confirmed convergent validity. We rejected the RIPLS due to its overlapping subscales, which fail to accurately represent readiness. In contrast, the AIPLS effectively measures interprofessional awareness, which is essential for developing readiness. This allows us to reevaluate previous research and view interprofessional awareness as a catalyst for self-efficacy, openness, and commitment, key elements of interprofessional education.