Karla Vanessa Gonzalez-Contreras

Social Interdependence Theory posits that cooperative behavior emerges when individuals perceive that their outcomes depend on the actions of others, a dynamic that is central to collaborative learning in medical education. Professional identity formation is recognized as a key developmental process during early medical training; however, quantitative evidence examining its association with collaborative interdependence in preclinical cohorts remains limited. This cross-sectional, correlational, non-experimental study examined the associations between perceived social interdependence and professional identity among 108 fourth-semester medical students enrolled in a Musculoskeletal and Integumentary System course. Professional identity was assessed using the Professional Identity Questionnaire, and social interdependence was measured using the Social Interdependence in Collaborative Learning Scale. To explore the relationship between these constructs, we conducted a series of descriptive and inferential statistical analyses. The results indicated generally high levels of professional attachment and a strong sense of belonging to the medical profession. Dimensions of social interdependence, particularly boundary interdependence and collaborative work, showed strong positive associations, while professional identity was also positively related to attachment. Regression analyses further suggested that collaborative work remained independently associated with professional identity after accounting for relevant sociodemographic and vocational factors. These findings indicate that positive interdependence—particularly group cohesion and shared boundaries—is associated with higher levels of professional identity. Strengthening collaborative learning structures in early medical education may support students’ sense of belonging, norm internalization, and commitment to the medical profession.