6 91 Interprofessional skills and motivation one year after IPE fulfilled and stimulate intrinsic motivation. Thus, SDT framework can be used to study the process and effects of interprofessional education (Ganotice et al., 2023). The SDT has not received a lot of attention in the context of interprofessional education. Visser et al. (2019) used SDT to study students’ motivation for interprofessional collaboration after an experience on a interprofessional education ward. They found an increase in students’ autonomous motivation for interprofessional collaboration directly after their IPE experience. Ganotice et al. were able to explain variances in behavioural outcomes (e.g. behavioural engagement in an IPE activity) with students’ motivation (Ganotice et al., 2022; Ganotice et al., 2021). The effect of classroom based IPE on students’ motivation and the effect of this motivation on students’ long-term interprofessional collaboration skills has not yet been investigated. The research questions for the current study were: • Is there a change in motivation for interprofessional collaboration up to one year after an interprofessional education intervention? • Is there a change in perceived interprofessional collaboration skills up to one year after an interprofessional education intervention? • Is motivation for interprofessional collaboration associated with interprofessional collaboration competence? METHODS Self-determination Theory In this study we focused on collaborative competencies and motivation. We used the Self-determination Theory (SDT) framework to study this. Figure 6.1 depicts the different states of motivation and the influence of the basic psychological needs. Intrinsic motivation, integrated and identified regulation together are often referred to as ‘autonomous motivation’. Introjected and external regulation together are often referred to as ‘controlled motivation’. In this study we used these concepts of ‘autonomous motivation’ and ‘controlled motivation’, since autonomous motivation is associated with more sustained change and better performance (Ryan & Deci, 2000).
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