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Table 7 Model SL

From: The Association of Readiness for Interprofessional Learning with empathy, motivation and professional identity development in medical students

Model Shared Learning

(RIPLS subscales Neg and Pos Professional Identity)

Unstandardized Coefficients

p-value

95,0% Confidence Interval for B

B

Lower Bound

Upper Bound

1

(Constant)

Age

Gender (male = 0; female = 1)

6.319

−0.004

0.390*

< 0.001

0.883

0.001

5.002

− 0.051

0.156

7.636

0.044

0.624

Study year B1

Study year B2

Study year B3

Study year M1

Study year M2

0.549*

0.133

− 0.057

0.116

0.040

0.030

0.595

0.794

0.547

0.845

0.054

− 0.358

− 0.483

− 0.261

− 0.364

1.043

0.625

0.369

0.493

0.444

2

(Constant)

Age

Gender (male = 0; female = 1)

6.481

−0.012

0.281

< 0.001

0.608

0.015

4.408

−0.058

0.056

8.554

0.034

0.507

Study year B1

Study year B2

Study year B3

Study year M1

Study year M2

Perspective taking

Compassionate Care

Walk in Patient’s Shoes

Professional Identity

Autonomous Motivation (AM)

Controlled Motivation (CM)

0.501

0.153

− 0.154

− 0.041

0.055

0.226*

− 0.463*

0.000

0.021

− 0.021

0.084

0.042

0.529

0.464

0.827

0.779

0.018

< 0.001

0.997

0.848

0.862

0.260

0.019

− 0.324

− 0.565

− 0.408

− 0.331

0.039

− 0.637

− 0.085

− 0.196

− 0.257

− 0,062

0.982

0.629

0.258

0.326

0.441

0.412

− 0.290

0.085

0.238

0.215

0,231

  1. Study years were coded as dummies; study years B1 to B3 and M1 to M2 were compared to M3