Fostering Medical Students’ Interprofessional Socialisation and Identity Through Longitudinal Interprofessional Education: An Observational Study Using Propensity Score Matching
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Abstract
The implementation of curriculum-integrated, longitudinal interprofessional education (IPE) is often regarded as positive, but evidence supporting its long-term impact compared to nonlongitudinal models is limited. This study aimed to examine the effect of a sustained, curriculum-integrated longitudinal IPE programme on medical students’ interprofessional socialisation (IPS) and interprofessional identity (IPI) development compared to a concentrated non-longitudinal programme. A non-randomised observational study utilising propensity score matching was conducted across two Indonesian medical schools: one implementing a longitudinal IPE programme and the other a non-longitudinal programme. Cross-sectional data were collected from students at the end of semesters 2, 4, and 6. IPS and IPI were measured using the Interprofessional Socialisation and Valuing Scale, and the Extended Professional Identity Scale, respectively. Among a total of 344 student participants, those in the longitudinal IPE group demonstrated significantly higher IPS scores (vs the non-longitudinal group), with the difference being most pronounced in semester 6 (Cohen’s d = 0.54; p < 0.001). Similarly, IPI scores were significantly higher in the longitudinal IPE group in semester 6 (Cohen’s d = 0.31; p < 0.05). Longitudinal IPE and positive perceptions of interdisciplinary learning were also significant predictors of outcomes, with IPS emerging as a strong independent predictor of IPI (β = 0.35, p < 0.001), with the final model explaining 54% of the variance (R2 = 0.54). The findings indicate that medical students engaged in sustained, longitudinal IPE programmes develop stronger IPS and IPI than those in concentrated, non-longitudinal programmes, with the positive effect strengthening in later study years.
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