Innovation at the Intersection: Interprofessional Identity
Innovation is a core value at Humber Polytechnic and a cornerstone of the Humber Academic Plan 2023-2026. Our faculty are at the heart of this innovation ecosystem—tackling industry challenges, reimagining learning in the classroom, fostering deeper partnerships, and making a lasting impact.
In this series, Innovation at the Intersection, we explore innovative research projects that are driving positive change at Humber and beyond.
By Saran Davaajargal
In the context of education, the development of interprofessional identity is theorized to support the internalization of values and beliefs aligned with interprofessional identity supporting progress toward effective interprofessional practitioners. There is a challenge for educators to evaluate the integration of interprofessional identity development in present interprofessional curricula (Tong et al., 2020). The Extended Professional Identity Scale (EPIS) was developed in 2020 and has high reliability and construct validity. The three constructs measured by this scale align with the interprofessional identity characteristics from the Extended Professional Identity Theory: Interprofessional belonging, interprofessional beliefs and interprofessional commitment. Besides measuring these three dimensions, all three factors are also related, and consequently, each factor should predict the other factors while still representing a distinct component of the construct (Reinders et al., 2020).
The purpose of this research is to examine the impact of formal interprofessional opportunities over the course of one year on interprofessional belonging, interprofessional commitment and interprofessional beliefs. Measurement of these three constructs will be done through the administration of the Extended Interprofessional Identity Scale in a pre/post-delivery design. The focus of this research project is isolated to volunteers from the Occupational Therapist Assistant and Physiotherapist Assistant Program (OTA & PTA Program) as they engaged in two formal IPE events in the fall and winter semesters, respectively.
The research team is led by principal investigator Janice Dundas, M.Ed, DPT, a professor in the Faculty of Health Sciences & Wellness. Rahima Khan, a graduate of Humber’s Research Analyst program, worked as a research assistant on the project.
Asked about the highlight of conducting the research project, Janice responds, “I would have to say the interest in the students as they agreed to be part of this research project. There was a 98% recruitment rate, which is a testament to the commitment of the students in the OTA & PTA program. This is quite a unique response rate, so I was very pleasantly surprised. I have not completed an analysis of the data yet, but I suspect that will also be a highlight.”
Engaging in research fosters proper regard for evidence that can be used to change practice and improve student outcomes. The objective of this study is to identify the change in interprofessional identity and professional identity that takes place through structured interprofessional learning curriculum and to provide Scholarship of Teaching and Learning (SoTL) research findings for future SoTL research through the examination of the development of interprofessional belonging, interprofessional commitment and interprofessional beliefs in an interprofessional academic context.
Reflecting on the research, Janice adds, “I like to think that research can solve some problems by looking at how things work, asking what people think and checking if things are fit for a purpose and by questioning what has and has not been done before. The excitement of discovery is contagious!”
Humber Polytechnic’s research initiatives exemplify the institution’s commitment to innovation and collaboration. From advancing AI in education to fostering mindfulness among preschoolers, these projects illustrate the transformative power of research in addressing real-world challenges. Humber faculty, students, and industry partners continue to shape the future of education, embodying the values of collaboration, problem solving and responsibility.
References
Reinders, J. J., Lycklama À Nijeholt, M., Van Der Schans, C. P., & Krijnen, W. P. (2020). The development and psychometric evaluation of an interprofessional identity measure: Extended professional identity scale (epis). Journal of Interprofessional Care, 1–13. https://doi.org/10.1080/13561820.2020.1713064
Shanker, S. (2018). Self-regulation: the five domains. The Merit Centre. Retrieved from: Self-Regulation: The Five Domains - Self-Reg
Tong, R., Brewer, M., Flavell, H., & Roberts, L. D. (2020). Professional and interprofessional identities: A scoping review. Journal of Interprofessional Care, 1–9. https://doi.org/10.1080/13561820.2020.1713063
We acknowledge the support of the Natural Sciences and Engineering Research Council of Canada (NSERC). Nous remercions le Conseil de recherches en sciences naturelles et en génie du Canada (CRSNG) de son soutien.
