90 Chapter 6 BACKGROUND Interprofessional collaboration and communication seems to be inherent to providing good patient care. Nevertheless, miscommunication in health care happens often and leads to medical errors or financial losses (Agarwal et al., 2010; Clapper & Ching, 2020). During the Covid-19 pandemic, interprofessional collaboration has proven to be essential to deliver effective high quality care (Hennus et al., 2021). Also in the healthcare of the future, interprofessional collaboration will become even more important. As the increasingly complex patient care in the 21st century can only be delivered by interprofessional health care teams (Hennus et al., 2021). Throughout the world, many healthcare systems struggle with a shortage of health care workers (Boniol et al., 2022). Effective interprofessional collaboration can not only help to overcome this shortage, thus helping professionals as well as organisations, but it can also improve patient care (Gilbert et al., 2010; Wei et al., 2022). Interprofessional education (IPE) is essential to prepare students for this interprofessional collaboration in clinical practice, but this type of education is often absent in health professions curricula. IPE is defined as “when two or more professions learn with, from and about each other to improve collaborations and the quality of care” (Barr, 2002). Literature reviews demonstrate that IPE is effective in improving learners attitudes towards other disciplines (Reeves et al., 2016; Spaulding et al., 2021). IPE may also improve collaborative skills and behavior. Most studies show positive effects directly after IPE-interventions, such as readiness for interprofessional learning, satisfaction, or attitudes towards other professions. However, more studies are needed that focus on a long-term change in collaborative competencies, which is the penultimate aim of IPE (Marion-Martins & Pinho, 2020; McNaughton, 2018; Reeves et al., 2016; Rodrigues da Silva Noll Goncalves et al., 2023; Spaulding et al., 2021). Outcomes of IPE interventions can be predicted by student motivation (Ganotice et al., 2022; Ganotice et al., 2021). Self-determination Theory (SDT) can help to understand the underlying mechanisms. SDT identifies different kinds of motivation: amotivation, extrinsic and intrinsic motivation. In case of amotivation there is no intention to act. Extrinsic motivated behaviours are driven by external factors, such as to gain a reward or to avoid a negative experience. Extrinsic motivation has different levels of self-determination: external regulation, introjected regulation, identified regulation and integrated regulation. Intrinsic motivation is the most self-determined motivation and makes a person carry out an activity for personal interest. SDT identifies three basic psychological needs, autonomy, relatedness and competence, that need to be
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