Changing dominance in mixed profession groups: Putting theory into practice

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Abstract

An extended professional identity theory is proposed to enhance interprofessional collaboration. The purpose of this study is to investigate whether comparative feedback on interprofessional interaction can decrease the degree of profession-based dominance and general dominance in mixed profession groups. This observational study comprised a randomized double-blind pretest-posttest control group design with 19 mixed profession groups (10 intervention and nine control groups, each with three dental and three dental hygiene students). All groups received reflective feedback during two consecutive two hour team development meetings. Intervention groups also received comparative feedback. Profession-based dominance concerned the sum of three observation items (conversational turn-taking, dominance and contributing ideas) with a three-point scale: -1 = dental dominance, 0 = no dominance, +1 = dental hygiene dominance. Polychoric correlations confirmed positive associations with the latent trait and an unidimensional underlying structure. Observation items were internally consistent (alpha > .70). General dominance concerned the sum of absolute values of observation items with a minimum value of zero (no dominance) and the maximum value of three (strong dominance). A two-way factorial ANOVA was performed. The results revealed a significant interaction effect with regard to general dominance, F(1,17) = 6.630, p = 0.20 and large effect size (partial eta squared = 0.28). Comparative feedback on interprofessional interaction decreases general dominance in mixed profession groups.
Original languageEnglish
Pages (from-to)375-386
JournalEuropean Journal of Work and Organizational Psychology
Volume27
Issue number3
DOIs
Publication statusPublished - 2018

Keywords

  • Communication
  • observation
  • interprofessional collaboration
  • team development
  • teamwork
  • group formation
  • RESOURCE MANAGEMENT-PRACTICES
  • INTERPROFESSIONAL EDUCATION
  • SOCIAL IDENTITY
  • INTERGROUP BIAS
  • DENTAL HYGIENE
  • DIRECT ACCESS
  • STUDENTS
  • PERFORMANCE
  • IMPACT
  • TEAMS

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