Students' interaction anxiety and social phobia in interprofessional education in Hong Kong: mapping a new research direction

• Published in: Annals of medicine (Helsinki) Vol. 55; no. 1; p. 2210842
• Main Authors: Ganotice, Fraide A., Shen, Xiaoai, Yuen, Jacqueline Kwan Yuk, Chow, Yin Man Amy, Wong, Anita M. Y., Chan, Karen M. K., Zheng, Binbin, Chan, Linda, Ng, Pauline Yeung, Leung, Siu Chung, Barrett, Elizabeth, Chan, Hoi Yan Celia, Chan, Wing Nga, Chan, Kit Wa Sherry, Chan, Siu Ling Polly, Chan, So Ching Sarah, Chan, Esther W. Y., Cheuk, Yuet Ying Jessica, Choy, Jacky, He, Qing, Jen, Julienne, Jin, Jingwen, Khoo, Ui Soon, Lam, Ho Yan Angie, Lam, May P. S., Law, Yik Wa, Lee, Jetty Chung Yung, Leung, Feona Chung Yin, Leung, Ann, Liu, Rebecca K. W., Lou, Vivian Wei Qun, Luk, Pauline, Ng, Zoe Lai Han, Ng, Alina Yee Man, Pun, Maggie Wai Ming, See, Mary Lok Man, Shen, Jiangang, Szeto, Grace Pui Yuk, Tam, Eliza Y. T., Tso, Winnie Wan Yee, Wang, Ning, Wang, Runjia, Wong, Janet Kit Ting, Wong, Janet Yuen Ha, Yuen, Grace Wai Yee, Tipoe, George Lim
• Format: Journal Article
• Language: English
• Published: England Taylor & Francis 12.12.2023; Taylor & Francis Group
• Subjects: Anxiety; Construct validation; Female; Hong Kong; Humans; Interprofessional Education; Interprofessional Relations; Male; Medical Education; Phobia, Social; social interaction anxiety; Students; Hong Kong; interprofessional education; social interaction anxiety; Construct validation
• ISSN: 0785-3890; 1365-2060
• DOI: 10.1080/07853890.2023.2210842

Interprofessional education (IPE) has been promoted as a breakthrough in healthcare because of the impact when professionals work as a team. However, despite its inception dating back to the 1960s, its science has taken a long time to advance. There is a need to theorize IPE to cultivate creative insights for a nuanced understanding of IPE. This study aims to propose a research agenda on social interaction by understanding the measurement scales used and guiding researchers to contribute to the discussion of social processes in IPE. This quantitative research was undertaken in a cross-institutional IPE involving 925 healthcare students (Medicine, Nursing, Social Work, Chinese Medicine, Pharmacy, Speech Language Pathology, Clinical Psychology, Food and Nutritional Science and Physiotherapy) from two institutions in Hong Kong. Participants completed the Social Interaction Anxiety Scale (SIAS-6) and Social Phobia Scale (SPS-6). We applied a construct validation approach: within-network and between-network validation. We performed confirmatory factors analysis, t-test, analysis of variance and regression analysis. CFA results indicated that current data fit the a priori model providing support to within-network validity [RMSEA=.08, NFI=.959, CFI=.965, IFI=.965, TLI=.955]. The criteria for acceptable fit were met. The scales were invariant between genders, across year levels and disciplines. Results indicated that social interaction anxiety and social phobia negatively predicted behavioural engagement (F = 25.093, p<.001, R 2 =.065) and positively predicted behavioural disaffection (F = 22.169, p<.001, R 2 =.057) to IPE, suggesting between-network validity. Our data provided support for the validity of the scales when used among healthcare students in Hong Kong. SIAS-6 and SPS-6 have sound psychometric properties based on students' data in Hong Kong. We identified quantitative, qualitative and mixed methods research designs to guide researchers in getting involved in the discussion of students' social interactions in IPE. Key Messages The Social Anxiety Scale (SIAS-6) and Social Phobia Scale (SPS-6) scales have sound psychometric properties based on the large-scale healthcare students' data in IPE in Hong Kong. Social interaction anxiety and social phobia negatively predicted students' behavioural engagement with IPE and positively predicted behavioural disaffection. The scales are invariant in terms of gender, year level and discipline. Quantitative, qualitative and mixed methods studies are proposed to aid researchers to contribute in healthcare education literature using the SIAS-6 and SPS-6.