Assessment of Interprofessional Education Academic Confidence and Professional Identity

Professional identity and confidence among health professions students play a critical role in student engagement, influencing participation in academic activities.Goals, objectives, and purpose: This study aims to measure and compare professional identity and confidence levels among health professions students in interprofessional education (IPE) activities at Qatar University.Methods/Methodology: A cross-sectional survey of health professions students using validated instruments was conducted. The IPE Academic Behavioral Confidence and Macleod Clark Professional Identity Scale questionnaires were utilized. Descriptive and inferential statistics, as well as multivariable linear regression, were computed.Results/Findings: 814 students were included in the study. Results showed students aged below 21 years had lower confidence levels compared to those above 21 years. Females had a higher professional identity compared to males. Physical therapy, pharmacy, and dental medicine students had the highest professional identity levels. Confidence levels increased with professional year. Students with prior participation in IPE activities and prior completion of a practice placement course/rotation had higher professional identity and confidence levels compared to those without prior participation. Multivariable regression showed that males had lower professional identity compared to females [coefficient 0.925 (95% CI: 0.889-0.962)], and biomedical students had lower professional identity compared to medical students [coefficient 0.943 (95% CI: 0.894-0.995)]. Prior IPE participation was associated with higher professional identity [coefficient 1.064 (95% CI: 1.015-1.115)]. Professional year 4 students had higher confidence compared to year 1 students [coefficient 1.110 (95% CI: 1.017-1.213)]. Students who completed a practice placement course/rotation had higher confidence compared to those who had not [coefficient 1.037 (95% CI: 1.007-1.069)].Conclusions, implications, and/or curiosities: The study highlights significant variations in confidence and professional identity among health profession students, influenced by age, gender, academic year, and prior experiences in IPE and practice placements. These findings suggest that targeted interventions, could enhance student confidence and professional identity, ultimately improving engagement and outcomes in health professions education.