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.

The integration of non-immersive digital technologies into anatomy education has expanded substantially; however, their relationship with students’ academic motivation remains underexplored. This study examined the association between two non-immersive instructional modalities (Sectra^® Table and Complete Anatomy^®) and academic motivation among medical students, framed within Keller’s ARCS model. An analytical cross-sectional quasi-experimental design was utilized with 109 participants, whose group allocation was determined by existing curricular organization (LMC13: Sectra^® Table; LMC23: Complete Anatomy^®). Academic motivation was assessed using the Reduced Instructional Materials Motivation Survey (RIMMS), which evaluates attention, relevance, confidence, and satisfaction. Due to non-normal data distribution and variance heterogeneity, group differences were analyzed using permutation multivariate analysis of variance (PERMANOVA). The analysis revealed significant differences between instructional groups (R² = 0.17, p = 0.001). Students in the Complete Anatomy^® group reported higher motivational scores across domains, with the largest difference observed in confidence (R² = 0.10). Although effect sizes were modest, the findings indicate that differences in accessibility and opportunities for autonomous interaction are related to variations in motivational engagement in technology-enhanced anatomy learning contexts. These results highlight the importance of considering motivational constructs when comparing instructional design approaches. Future longitudinal and controlled studies are needed to further examine these associations and their potential educational implications.