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Autonomous motivation explains interprofessional education outcomes

In response to the observations that interprofessional education (IPE) is seemingly atheoretical or under‐theorised, this quantitative research seeks to uncover students’ motivational mechanisms which could explain their behavioural and collaborative outcomes using self‐determination theory (SDT). While SDT has been studied in various contexts, its applicability to IPE remains underexplored. This study aims to integrate a new perspective in understanding students’ motivation in IPE by exploring how the fulfilment of a need for sense of autonomy, competence and relatedness is linked to desirable IPE outcomes.