| Teamwork & collaboration subscale | 4.4 (0.5) | 4.5 (0.4) | 4.4 (0.4) | 4.4 (0.6) | 4.5 (0.4) | 0.67b |
| Q1. Learning with other students will make me a more effective member of a health care team | 4.4 (0.7) | 4.3 (0.6) | 4.3 (1.1) | 4.3 (0.8) | 4.5 (0.5) | 0.81b |
| Q2. Patients would ultimately benefit if health care students worked together | 4.6 (0.6) | 4.7 (0.5) | 4.6 (0.5) | 4.4 (0.8) | 4.7 (0.5) | 0.43b |
| Q3. Shared learning with other health care students will increase my ability to understand clinical problems | 4.5 (0.7) | 4.7 (0.5) | 4.7 (0.5) | 4.3 (0.8) | 4.6 (0.6) | 0.39b |
| Q4. Learning with health-care students before qualification would improve relationships after qualification | 4.4 (0.7) | 4.3 (0.5) | 4.4 (0.5) | 4.3 (0.8) | 4.5 (0.6) | 0.49a |
| Q5. Communication skills should be learned with other health care students | 4.3 (0.7) | 4.3 (0.6) | 4.3 (0.5) | 4.3 (0.8) | 4.3 (0.6) | 0.99a |
| Q6. Shared learning will help me to think positively about other professionals | 4.4 (0.7) | 4.5 (0.5) | 4.1 (0.4) | 4.3 (0.9) | 4.5 (0.6) | 0.56b |
| Q7. For small group learning to work, students need to trust and respect each other | 4.6 (0.6) | 4.7 (0.5) | 4.7 (0.5) | 4.5 (0.8) | 4.6 (0.5) | 0.86b |
| Q8. Team-working skills are essential for all health care students to learn | 4.6 (0.5) | 4.7 (0.5) | 4.3 (0.5) | 4.6 (0.5) | 4.7 (0.5) | 0.22a |
| Q9. Shared learning will help me to understand my own limitations | 4.3 (0.6) | 4.2 (0.4) | 4.4 (0.5) | 4.3 (0.6) | 4.4 (0.7) | 0.68a |
| Negative professional identity subscale | 1.8 (0.8) | 1.7 (0.8) | 2.3 (1.4) | 1.8 (0.5) | 1.7 (0.8) | 0.41b |
| Q10. I don’t want to waste my time learning with other health care students | 1.8 (0.9) | 1.8 (0.9) | 2.4 (1.4) | 1.9 (0.7) | 1.7 (0.9) | 0.28a |
| Q11. It is not necessary for undergraduate health-care students to learn together | 1.7 (0.8) | 1.7 (0.9) | 2.3 (1.4) | 1.7 (0.7) | 1.6 (0.9) | 0.27a |
| Q12. Clinical problem-solving skills can only be learned with students from my own department | 1.8 (0.8) | 1.8 (0.9) | 2.1 (1.4) | 1.7 (0.5) | 1.7 (1.0) | 0.74b |
| Positive professional identity subscale | 4.2 (0.5) | 4.4 (0.5) | 4.1 (0.4) | 4.3 (0.5) | 4.3 (0.5) | 0.58a |
| Q13. Shared learning with other health-care students will help me to communicate better with patients and other professionals | 4.3 (0.6) | 4.5 (0.5) | 4.1 (0.4) | 4.2 (0.8) | 4.5 (0.6) | 0.29a |
| Q14. I would welcome the opportunity to work on small-group projects with other health-care students | 4.1 (0.6) | 4.2 (0.6) | 4.0 (0.6) | 4.1 (0.6) | 4.1 (0.6) | 0.92a |
| Q15. Shared learning will help to clarify the nature of patient problems | 4.3 (0.6) | 4.3 (0.5) | 4.0 (0.6) | 4.3 (0.6) | 4.3 (0.6) | 0.61a |
| Q16. Shared learning before qualification will help me become a better team worker | 4.4 (0.6) | 4.5 (0.9) | 4.1 (0.4) | 4.4 (0.5) | 4.4 (0.6) | 0.39b |
| Role and responsibilities subscale | 2.5 (0.8) | 2.4 (0.8) | 2.7 (0.9) | 2.6 (0.7) | 2.4 (0.8) | 0.61a |
| Q17. The function of nurses and therapists is mainly to provide support for doctors | 2.5 (1.2) | 2.3 (0.9) | 2.9 (1.5) | 2.4 (1.1) | 2.5 (1.3) | 0.81a |
| Q18. I’m not sure what my professional role will be | 2.1 (0.9) | 2.0 (1.0) | 2.1 (1.4) | 2.2 (0.9) | 2.0 (0.8) | 0.86a |
| Q19. I have to acquire much more knowledge and skills than other health-care students | 3.0 (1.1) | 2.9 (1.0) | 3.1 (0.7) | 3.3 (1.1) | 2.8 (1.13) | 0.25a |
| Total scorec | 80.2 (7.2) | 81.2 (8.5) | 77.1 (4.3) | 79.1 (7.5) | 80.7 (5.9) | 0.47a |