Emotional experiences in the context of learning play an important role in the handling of learning processes. The aim of this study was to track participants' self-reported academic emotions using a momentary assessment design with 14 measurement points to identify patterns and emotional states. In a 2-week course, 35 medical and nursing students were assigned to work together in small groups and assess real cardiac patients' histories, treatment, and care. Thirty-two students participated in the study. Within means, standard deviations, and intra-class correlation coefficients were assessed to consider the relative proportion of within- and between-individual variation. Type of activity, time of day and group effects were investigated by means of ANOVAs or Mann-Whitney U tests. Results show a heterogeneous pattern of positive moods and only marginal occurrence of negative moods. Within variation was bigger than between variation of most positive moods. The highest positive affect was reported during a reflective seminar. Negative affect was higher during a stressful task. Medical and nursing students only differed in terms of their nervousness. It was also revealed that the variation in moods differed to a great extent between the small groups. The findings support the importance of academic emotions in interprofessional learning. Designing IPE to foster positive emotions during the learning processes might help students to be able to apply their knowledge and insights on the benefits of interprofessional collaboration in future working environments.
