Brief Research Statement 

Life doesn’t operate in silos, education shouldn’t either” (ease education). However, the traditional curriculum emphasizes silo-based instruction and does not adequately prepare the students for the demands of the 21st century workplace (e.g., collaboration, creativity). To address this limitation, IPECP research agenda focuses on tearing down silos in education through interprofessional education and collaborative practice (IPECP). Central to IPECP is untangling the basic instructional, motivational, and psychological principles that underpin the success of IPECP in The University of Hong Kong.   

Research Findings

"We were able to demonstrate that SDT is a meaningful framework in understanding behavioral and collaboration outcomes in IPE. The major theoretical contribution of this study refers to the ability of students’ motivation to explain variance in their behavioral outcomes. That is, sense of autonomy consistently predicted team effectiveness, collective dedication, behavioral engagement, and goal achievement. Autonomous motivation among a sample of healthcare students can explain behavioral outcomes."

Ganotice, F.A., Gill, H., Fung, J., Chan J., & Tipoe, J.L. (in press). Autonomous motivation explains interprofessional education outcomes. Medical Education,  

 

IPE Sessions - Learning in alliance: Transitioning to Online IPE. (2020).  Bau Institute of Medical & Health Sciences Education, LKS Faculty of Medicine, The University of Hong Kong. Retrieved 25/08/2020 from https://www.bimhse.hku.hk/home/enews-post/ipe-sessions-learning-in-alliance-transitioning-to-online-ipe/ 

 

 

The key characteristic of learners in computer-supported-IPE which is linked to team success is individual preparedness and team contribution...  critical for the interprofessional teams to succeed is harnessing in team players (the students) the value of coming to class prepared as individuals and as important team members who are ready to contribute meaningfully in an interprofessional TBL.  (Ganotice & Chan, 2019, p. 218)

 

Ganotice, F.A. & Chan L. K. (2019). How can students succeed in computer-supported interprofessional team-based learning? Understanding the underlying psychological pathways using Biggs' 3P model. Computers in Human Behavior, 91, 211-219. https://doi.org/10.1016/j.chb.2018.09.029 

"Promising outcomes in IPTBL beyond an uniprofessional approach were revealed related to cultivating confidence, developing passion to learn, and enacting the nurse’s roles in these new nursing students. (Chan, Wong, Chan, & Ganotice, 2019, p. 264)

 

Chan, K. W., Wong, F., Chan, L.K, & Ganotice, F.A. (2019). Interprofessional team based learning: A revealing process for cultivating professional identity among nursing students. Open Journal of Nursing, 9, 249-267. DOI: 10.4236/ojn.2019.93025 4.

This study offers evidence that RIPLS is a valid instrument in the Hong Kong Chinese context which can be used in understanding Chinese healthcare students’ readiness for interprofessional learning”. (Ganotice & Chan, 2018 p. 73)

 

Ganotice, F.A. & Chan L. K. (2018). Construct validation of the English version of Readiness for Interprofessional Learning Scale (RIPLS): Are Chinese undergraduate students ready for ‘shared learning’? Journal of Interprofessional Care, 32 (1), 69-74. doi.org/10.1080/13561820.2017.1359508  

“...there was significant improvement in students’ readiness to engage in interprofessional learning after the IPTBL: teamwork and collaboration, negative professional identity (reversed coded), positive professional identity, and roles and responsibilities”. (Chan et al., 2017, p. 73)

 

Chan L.K., Ganotice, F.A, Wong F.K.Y., Lau C.S, Bridges, S., Chan C, Chan NK, … Yum TP (2017). An Interprofessional Team-Based Learning Programme involving seven undergraduate health and social care programmes from two universities: Development, implementation, and evaluation. BMC Medical Education, 17 (1) 221. doi: 10.1186/s12909-017-1046-5.

An interesting result of the study was the statistically significant improvement in students' knowledge in caring for patients with complex health-care needs after interprofessional team-based learning. The differences between iRAT and tRAT scores suggested that the students worked better to solve problems with a multidisciplinary team than individually”. (Chan, Wong, Chan, Chan, Ganotice, & Ho, 2017, p. 53)

 

Wong, A. Wong, F., Chan, LK., Chan, NK., Ganotice, F. & Ho, J. (2017). The effect of interprofessional team-based learning among nursing students. Nurse Education Today, 53, 13-18.