6 99 Interprofessional skills and motivation one year after IPE collaborative skills. According to SDT, stimulation of the autonomous motivation can be achieved by fulfilling the basic psychological needs of autonomy, belongingness and competence. In (interprofessional) education, autonomy could be fulfilled, for example, by letting students decide what kind of interprofessional activity they participate in, to practice their skills. While practicing interprofessional skills, students’ feeling of competence will also grow, fulfilling the second basic psychological need. The feeling of belonginess could be achieved by more contact and joint activities between students of different educational programs, such as medicine, nursing, and pharmacy. For example, interprofessional education wards could also facilitate this (Tang et al., 2013). Although we expected that the IPE intervention would stimulate students autonomous motivation, despite an adequate sample size, we did not find that in our results. This could be caused by a ceiling effect, since autonomous motivation scores in the IPE-group were already 4.0 at T1. However, with a mean score of 4.0 at T3, we could still say that the IPE-students in our study were autonomously motivated to collaborate interprofessionally, but maybe the intervention was not able to increase this motivation. Most motivation scores were not significantly different in between the different timepoints or between the groups, but some significant differences were found. The IPE-students had significantly less autonomous motivation directly after the intervention (T2) compared to their scores at T1. And, compared to the UPE-group, the IPE-group had also lower controlled motivation scores at T2. We were unable to explain these two findings based on the nature of the intervention. However, the bigger proportion of nursing students in the IPE-group could explain the change and difference in controlled as well as in autonomous motivation. If their motivation is different than that of the medical students, the motivation scores will change according to the change in proportions. The motivation in nursing students could be different because the curricula of medical and nursing students in our study differ. The nursing students in our study worked on the ward four days a week, collaborating with different kinds of professionals. This is in contrast to the medical students in this study, who often stated that they only collaborated with their own profession during their internships. Because the nursing students didn’t have a choice and collaborating interprofessionally was incorporated in their curriculum, that could have contributed to more controlled motivation. Meanwhile, this experience in clinical practice could make nursing students also more autonomously motivated, as seeing the added value of interprofessional collaboration themselves. The different opinions of nurses and physicians and their interprofessional collaboration has been described before in the literature. In a review study by Tang et al. (2013) nurses also seem to appreciate collaboration with physicians more than vice versa.
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