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IPER Research

UA –BRS University of Auckland Behavioural Rating Scale

Assesses perceptions toward team performance and behaviors. 7 point likert-scale. 25 questions.

Reference: Weller, J., Frengley, R., Torrie, J., Shulruf, B., Jolly, B., Hopley, L., Hendersdon, K., Dzendrowskyj, P., Yee, B., & Paul, A. (2011). Evaluation of an instrument to measure teamwork in multidisciplinary critical care teams. BMJ Quality & Safety20, 216-222.


ATIHCT – Attitudes Toward Interprofessional Health Care Teams

Assesses attitudes towards IP health care teams with participating of more than 3 professions in collaborative patient care. 5 point likert-scale. 14 questions.

Reference: Heinemann, G.D., Schmitt, M.H., Farrell, M.P., & Brallier, S.A. (1999). Development of an attitudes toward health care teams scale. Evaluation & the Health Professions, 22(1), 123-142.


CPAT – Collaborative Practice Assessment Tool

Assesses perspectives from working in a team about the team. 7 point likert-scale. 56 questions. 3 open-ended questions.

Assesses:

  • Mission, Meaningful Purpose, Goals
  • General Relationships
  • Team Leadership
  • General Role Responsibilities, Autonomy
  • Communication and Information Exchange
  • Community Linkages and Coordination of Care
  • Decision-making and Conflict Management
  • Patient Involvement

Reference: Schroder, C., Medves, J., Paterson, M. Byrnes, V., Chapman, C., O’Riordan, A., Pichora, D., Kelly, C. (2011). Development and pilot testing of the collaborative practice assessment tool. JIC, 25: 189-195.


CSACD – Collaboration and Satisfaction about Care Decisions

Assesses judgment about team process and decision of transferring a patient. 7 point likert-scale. 9 questions.

Assesses:

  • Coordination
  • Communication
  • Decision-making
  • Satisfaction

Reference: Baggs, J.G. (1994). Development of an instrument to measure collaboration and satisfaction about care decisions. Journal of Advanced Nursing, 20, 176-182.


ICAR – Interprofessional Collaborator Assessment Rubric

Assesses performance of the learner. 4 point likert-scale. 31 questions.

Assesses:

  • Communication
  • Collaboration
  • Roles and Responsibility
  • Collaborative Patient/Client-Family Centered Approach
  • Team Functioning
  • Conflict Management/Resolution

Reference: Curran V, Hollett A, Casimiro LM, Mccarthy P, Banfield V, Hall P, Lackie K, Oandasan I, Simmons B, Wagner S.  (2011). Development and validation of the interprofessional collaborator assessment rubric (ICAR).  Journal of Interprofessional Care, 25(5):339-44.


ICCAS - Interprofessional Collaborative Competencies Attainment Survey

Assesses opinions about Interprofessional collaboration. 8 point likert-scale. 20 questions.

Assesses:

  • Communication
  • Collaboration
  • Roles and Responsibilities
  • Collaborative Patient/Family-Centered Approach
  • Conflict Management/Resolution
  • Team Functioning

Reference: Archibald, D., Trumpower, D., & MacDonald, C. J. (2014). Validation of the interprofessional collaborative competency attainment survey (ICCAS), Journal of Interprofessional Care, 28:6, 553-558, DOI: 10.3109/13561820.2014.917407


ICS - Interprofessional Collaboration Scale

Assesses opinions on work relationships. Multiple-group measurement scale for IPE. 4 point likert-scale. 26 questions.

Assesses:

  • Communication
  • Accommodation
  • Isolation

Reference: Kenaszchuk, C., Reeves, S., Nicholas, D., & Zwarenstein, M. (2010). Validity and reliability of a multiple-group measurement scale for interprofessional collaboration. BMC Health Services Research, 10:83. DOI: 10.1186/1472-6963-10-83


ICU-NPQ – Intensive Care Unit Nurse-Physician Questionnaires

Assesses perceptions of relationships, leadership, effectiveness, management of disagreements, authority, and satisfaction. 5 point likert-scale. 86 questions.

Assesses:

  • Nurse-to-Nurse Relationships
  • Nurse-to-Physician Relationships
  • General Relationships and Communications
  • Nursing Leadership
  • Physician Leadership
  • Teamwork and General Leadership
  • Perceived Effectiveness
  • Other ICUs within the Area
  • Managing Disagreements Between Nurses
  • Managing Disagreements Between Nurses and Physicians
  • ICU Medical Director Authority
  • Overall Job Satisfaction

Reference: Shortell, S.M., Rousseau, D.M., Gillies, R.R., Devers, K.J., & Simons, T.L.  (1991) Organizational assessment in intensive care units (ICUs): Construct development, reliability and validity of the ICU Nurse-Physician Questionnaire. Medical Care, 29(8):709-726


IEPS – Interdisciplinary Education Perception Scale

Assesses perceptions of profession and other disciplines (pre/post assessment). 6 point likert-scale. 18 questions.

Reference: Hayward, K. S., Kochniuk, L., Powell, L., and Peterson, T. (2005). Changes in students' perceptions of interdisciplinary practice reaching the older adult through mobile service delivery. Journal of Allied Health, 34(4), 192­‐198.


Index for Interdisciplinary Collaboration (IIC)

Assesses perceptions towards Interdisciplinary Collaboration. 5 point likert-scale. 42 questions.     (Original contained 49 questions but dropping to 42 gave a slightly better internal consistency).

Reference: Bronstein, L. R. (2002). Index of interdisciplinary collaboration. Social Work Research, 26(2), 113-123.


PACT - Interprofessional Team Simulation Training – Pre-assessment

PACT - Interprofessional Team Simulation Training - Post-assessment

Assesses perceptions of Interprofessional Teams before and after TeamSTEPPS training. 6 point likert-scale. 14 questions on pre-assessment. 16 questions on post-assessment.

Assesses:

  • Familiarity Working and Training with Teams
  • Interprofessional Training
  • Benefits of Training
  • Learning and Performance
  • Learning Environments
  • Skills
  • Team Structure
  • Leadership
  • Situation Monitoring
  • Mutual Support
  • Communication
  • Essential Practice Characteristics
  • Expectations
  • Before and After TeamSTEPPS Training

Reference: Developed by: Brock, D., Abu-Rish, E., Vorvick, L., Wilson, S., Liner, D., Schaad, D., Blondon, K. (2011). University of Washington.


IPAS - Interprofessional Attitude Scale

Assesses attitudes that relate to the 2011 core competencies for IP collaborative practice. 5 point likert-scale. 27 questions.

Assesses attitudes for:

  • Teamwork, Roles, and Responsibilities
  • Patient-Centeredness
  • Interprofessional Biases
  • Diversity & Ethics
  • Community-Centeredness

Reference: Norris, J., Carpenter, M. J. G., Eaton, M. J., Guo, J. W., Lassche, M. M., Pett, M. A., & Blumenthal, D. K. (2015). Development and Construct Validation of the Interprofessional Attitudes Scale. Academic Medicine: Journal of the Association of American Medical Colleges, 90(10), 1394-1400. doi: 10.1097/ACM.0000000000000764


IPEC – Interprofessional Education Competency Scale

Assesses individual’s perception of their abilities. 5 point likert-scale. 42 questions.

Assesses:

  • Values and Ethics Domain
  • Roles and Responsibilities Domain
  • Interprofessional Communication Domain
  • Teams and Teamwork Domain

Reference: Dow, A., W., DiazGranados, D., Mazmanian, P. E., & Retchin, S. M. (2014). An exploratory study of an assessment tool derived from the competencies of the Interprofessional Education Collaborative, Journal of Interprofessional Care, 28:4, 299-304, DOI: 10.3109/13561820.2014.891573


IPHC-L – Interprofessional Health Care Assessment of Learning

Assesses learning and performance in an Interprofessional Healthcare Team. 5 point likert-scale. 35 questions for each group.

Assesses:

  • Group dynamics within the Team
  • Individual team members’ personal knowledge and skills
  • Organizational dynamics
  • Individual team members’ personal attributes
  • Task properties

Reference: Ekmeki, O., Sheingold, B., Plack, M., LeLacheur, S., Halvaksz, J., Lewis, K., Schlumpf, K., & Greenberg, L. (2015). Assessing performance and learning in interprofessional health care teams. Journal of Allied Health, 44.4, 236-243.


IPHC-P – Interprofessional Health Care Assessment of Performance

Assesses learning and performance in an Interprofessional Healthcare Team. 5 point likert-scale. 35 questions for each group.

Assesses:

  • Group dynamics within the Team
  • Individual team members’ personal knowledge and skills
  • Organizational dynamics
  • Individual team members’ personal attributes
  • Task properties

Reference: Ekmeki, O., Sheingold, B., Plack, M., LeLacheur, S., Halvaksz, J., Lewis, K., Schlumpf, K., & Greenberg, L. (2015). Assessing performance and learning in interprofessional health care teams. Journal of Allied Health, 44.4, 236-243.



JSIPE - IPE Grand Rounds hosted by Jefferson Students for Interprofessional Education

Assesses students’ agreement level with understanding of IPE teamwork from attending an IPE Grand Rounds event. 4 point likert-scale. 3 questions. 1 open-ended question.

Reference: Gorman, C., Gibson, A., Verzella, J., Collins, L., Dallas, S., Earland, T., Sokas, C., Kalathil, J., & Edquist, L. (2015). Interprofessional grand rounds: A student-led initiative. Retrieved from Transformative Education for Health Professionals at http://whoeducationguidelines.org/content/interprofessional-grand-rounds-student-led-initiative.


JTOG - Jefferson Teamwork Observation Guide

Assesses students’ level of agreement with collaborative practice event statements. 5 point likert-scale. 14 questions. 3 open-ended questions.

Reference: Speakman, E., Lyons, K., Giordano, C., Shaffer, K., & Sicks, S. (2015). Utilizing the Jefferson Teamwork Observation Guide (JTOG) during interprofessional clinical rounding, a collaborative practice experience. Retrieved from Transformative Education for Health Professionals at http:// http://whoeducationguidelines.org/content/utilizing-jefferson-teamwork-observation-guide-jtog-during-interprofessional-clinical.


Modified McMaster-Ottawa Scale – Individual Instrument

Assesses observed behaviors of Interprofessional teams of 3 to 4 students. 3 point likert-scale. 7 questions.

Assesses:

  • Communication
  • Collaboration
  • Roles and Responsibilities
  • Collaborative Patient-Family Centered Approach
  • Conflict Management/Resolution
  • Team Functioning
  • Global Rating Score

Reference: Lie, D., May, W., Richter-Lagha, R., Forest, C., Banzali, Y., & Lohenry, K. (2015). Adapting the McMaster-Ottawa scale and developing behavioral anchors for assessing performance in an Interprofessional team observed structured clinical encounter, Medical Education Online, 20: 26691-http://dx.doi.org/10.3402/meo.v20.26691. 


Modified McMaster-Ottawa Scale – Team Instrument

Assesses observed behaviors of Interprofessional teams of 3 to 4 students. 3 point likert-scale. 7 questions.

Assesses:

  • Communication (of team with patient)
  • Collaboration
  • Roles and Responsibilities
  • Collaborative Patient-Family Centered Approach
  • Conflict Management/Resolution
  • Team Functioning
  • Global Rating Score

Reference: Lie, D., May, W., Richter-Lagha, R., Forest, C., Banzali, Y., & Lohenry, K. (2015). Adapting the McMaster-Ottawa scale and developing behavioral anchors for assessing performance in an Interprofessional team observed structured clinical encounter, Medical Education Online, 20: 26691-http://dx.doi.org/10.3402/meo.v20.26691.    


Patient Satisfaction Survey

Assesses patients’ experiences of Interprofessional teaching clinic team participation. 5 point likert-scale. 14 questions.

Reference: Zaudke, J.K, Delzell, J., Chumley, H., Befort, C., Kleoppel, J., Duncan, M., Koenen, B., Spokes, M., Stewart, J. (2014).


PINCOM-Q – Perception of the Interprofessional Collaboration Model Questionnaire

Assesses perceptions of Interprofessional collaboration. 7 point likert-scale. 48 questions.

Assesses:

  • Individual Aspects
  • Group Aspects
  • Organizational Aspects

Reference: Atle Ødegård & Jon Strype (2009) Perceptions of interprofessional collaboration within child mental health care in Norway, Journal of Interprofessional Care, 23:3, 286-296, DOI: 10.1080/13561820902739981


RIPLS - Readiness for Interprofessional Learning Scale Questionnaire

Examines attitudes towards Interprofessional learning. 5 point likert-scale. 19 questions. 2 open-ended questions.

Reference: Curran, V. R., Sharpe, D., Forristall, J., and Flynn, K. (2008). Attitudes of health sciences students towards interprofessional teamwork and education. Learning in Health and Social Care, 7(3), 146­‐156.


SOS – Safety Organizing Scale - High Reliability Survey – Behavior of Co-workers

Assesses behaviors of people working currently and regularly together within department, clinic, etc. 7 point likert-scale. 9 questions.

Reference: Vogus, T. J., & Sutcliffe, K. M. (2007). The Safety Organizing Scale: development and validation of a behavioral measure of safety culture in hospital nursing units. Medical Care 45:1: 46-54.


SPICE-R2 Instrument

Measures health professions students' perceptions of interprofessional education and interprofessional collaborative practice. 5 point likert-scale. 10 questions.

Assesses:

  • Interprofessional Teamwork and Team-Based Practice
  • Roles/Responsibilities for Collaborative Practice
  • Patient Outcomes from Collaborative Practice

Reference: Lockerman, K. S., Lanning, S. K., Dow, A. W., Zorek, J. A., DiazGranados, D., Ivey, C. K., & Soper, S. (2017). Outcomes of introducing early learners to interprofessional competencies in a classroom setting. Teaching and Learning in Medicine. Advance online publication. doi: http://dx/doi.org/10.1080/10401334.2017.1296361


Sun Country – Assessing Team Attitudes and Functions – Pre-assessment Questionnaire

ATHCT Scale - Attitudes Toward Health Care Teams – Assesses attitudes toward interdisciplinary health care teams and team approach to care. 6 point likert-scale. 21 questions.

TSS - Team Skills Scale – Assesses perception of one’s abilities to carry out certain tasks. 5 point likert-scale. 17 questions.

IPC - Interprofessional Collaboration Scale – Assesses perceptions of communication, accommodation, and isolation. 4 point likert-scale. 13 questions.

Team Fitness Tool – Assesses perceptions of teamwork. 4 point likert-scale. 25 questions.

Sun Country – Learning Event Presentation to Team - Post-Training Event Questionnaire

Assesses post-training knowledge. 7 open-ended questions.

Sun Country – Participating Evaluation of a Learning Event - Post-Interview Questionnaire

Assesses post-learning event opinions. 4 open-ended questions.

Sun Country – Primary Healthcare Team Effectiveness Tool

Assesses perceptions of primary health care team. 7 point likert-scale. 35 questions.

Assesses:

  • Team Purpose and Vision
  • Roles
  • Communication
  • Service Delivery
  • Team Support
  • Partnerships 

Reference: Heinemann, G.D., Schmitt, M.H., Farrell, M.P., & Brallier, S.A. (1999). Development of an attitudes toward health care teams scale. Evaluation & the Health Professions, 22(1), 123-142.

Reference: Hepburn, K., Tsukuda, R.A., & Fasser, C. (2002). Team skill scale. In Heinemann, G. D., & Zeiss, A. M. (Eds.), Team performance in health care: Assessment and development. (pp. 159-163). New York: Kluwer Academic/Plenum Publishers

Reference: Kenaszchuk, C., Reeves, S., Nicholas, D., Zwarenstein, M. (2010). Validity and reliability of a multiple-group measurement scale for Interprofessional collaboration. BMC Health Services Research, 10:83.


TAS – Teamwork Assessment Scale

Assesses perceptions of one’s team. 5 point likert-scale. 14 questions.

Reference: Kiesewetter, J., & Fischer, M. R. (2015). The teamwork assessment scale: A novel instrument to assess quality of undergraduate medical students' teamwork using the example of simulation-based ward-rounds. GMS Zeitschrift für Medizinische Ausbildung32(2), 1-9.


TDM - Team Development Measure

Measures team characteristics. 4 point likert-scale. 31 questions.

Reference: Stock, R., Mahoney, E., & Carney, P. A. (2013). Measuring team development in clinical care settings. Family medicine 45:10: 691-700.


TDMQ – Team Decision Making Questionnaire

Assesses overall experience with the team decision making process. 7 point likert-scale. 19 questions.

Reference: Batorowicz, B. & Shepherd, T. A. (2008) Measuring the quality of transdisciplinary teams, Journal of Interprofessional Care, 22:6, 612-620, DOI: 10.1080/13561820802303664


TEAM – Team Emergency Assessment Measure

Assesses the observed teamwork performance of emergency medical teams. 5 point likert-scale. 11 questions. 1 question gives a global rating of the team’s performance on a scale from 1-10.

Assesses:

  • Leadership
  • Team Work
  • Task Management
  • Overall

Reference: Cooper, S., Cant, R., Porter, J. Sellick, K., Somers, G., Kinsman, L., & Nestel, D. (2010). Rating medical emergency teamwork performance: Development of the Team Emergency Assessment Measure (TEAM). Resuscitation, 81, 446-452.


W(e)Learn Interprofessional (IP) Program Assessment

Assesses opinions about IPE learning experience. 8 point likert-scale. 30 questions.

Reference: MacDonald, C.J., Archibald, D., Trumpower, D.L., Casimiro, L., Cragg, B., & Jelley, W.  (2010). Designing and operationalizing a toolkit of bilgual interprofessional education assessment instruments.  J Res Interprof Educ, 13: 304-316.

Bentley, R., Engelhart, J., & Watzak, B. (2014). Collaborating to implement interprofessional educational competencies through an international immersion experience. Nurse Educator,39(2): 77-84.

Bramson, R., O'Keefe, M.E., Hairrell, A., Hansen, C., Bentley, R., & Gerlock, D. (2014). Learning Together: An Interprofessional Program for Medical and Nursing Students, Visiting Wards of the Court. Medical Science Educator24(1): 15-17.

Gary, J. C., Gosselin, K., & Bentley, R. (2017, October 12). Health science center faculty attitudes towards interprofessional education and teamwork. Journal of Interprofessional Care

Graham, L., & West, C. (2015). Teaching Cultural Competence through Team-Based Learning (TBL). Journal of Contemporary Medical Education, 3(2):86-88.

Livingston, L., West, C., Livingston, J., Landry, K., Watzak, B. & Graham, L. (2016). Simulated Disaster Day: Benefit from Lessons Learned Through Years of Transformation from Silos to Interprofessional Education. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare, 11(4): 293-298.

Self, D. J., Engelhardt, J. A., & Stramaski, A. J. (2013). Evaluation of changes in moral reasoning skills in an interprofessional healthcare ethics course. Proceedings of the Clute Institute International Academic Conference, Breckenridge, CO, 183-187.

Watzak, B., Engelhardt, J., Bentley, R., & Self, D. (2015). Assessment of ethics and values during an interprofessional, international service learning experience. Currents in Pharmacy Teaching and Learning7(4): 526-535.

Wilder, R.S., O'Donnell, J. A., Barry, J. M., Gailli, D. M., Hakim, F. F., Holyfield, L. J., & Robbins, M. R. (2008). Is dentistry at risk? A case for interprofessional education. Journal of Dental Education72(11): 1231-1237.

West, C., Graham, L., Palmer, R. T., Fuqua Miller, M., Thayer, E. K., Stuber, M. L., Awdishu, L., Umoren, R.A., Wamsley, M. A., Nelson, E. A., Joo, P. A, Tysinger, J. W., George, P., Carney, P.A. (2016). Implementation of Interprofessional Education (IPE) in 16 U.S. Medical Schools: Common Practices, Barriers and Facilitators. Journal of Interprofessional Education and Practice, 4:41-49.

West, C., Landry, K., Graham, A., Graham, L., Cianciolo, A. T., Kalet, A., Rosen, M., & Sherman, D. W. (2015). Conversation Starters – Southern Region: Conceptualizing Interprofessional Teams as Multi-Team Systems – Implications for Assessment and Training.  Teaching and Learning in Medicine, 27(4):366-369.

West, C., Veronin, M., Landry, K., Kurz, T., Watzak, B., Quiram, B., & Graham, L. (2015). Tools to investigate how interprofessional education activities link to competencies. Medical Education Online20, 1-4. doi:10.3402/meo.v20.28627

Below is a selection of literature related to IPE. The American Association of Medical Colleges also has a searchable IPE database called MedEdPortal.

Beck Dallaghan, G. L., Hoffman, E., Lyden, E., & Bevil, C. (2016). Faculty attitudes about interprofessional education. Medical Education Online21, 1-6. doi:10.3402/meo.v21.32065

Bridges, D. R., Davidson, R. A., Odegard, P. S., Maki, I. V., Tomkowiak, J. (2011). Interprofessional collaboration: Three best practice models of interprofessional education. Medical Education Online16, 1-10. doi:10.3402/meo.v16i0.6035

Buring, S. M., Bhushan, A., Brazeau, G., Conway, S., Hansen, L., & Westberg, S. (2009). Keys to successful implementation of interprofessional education: Learning location, faculty development, and curricular themes. American Journal of Pharmaceutical Education73(4), Article 60, 1-11.

Buring, S. M., Bhushan, A., Broeseker, A., Conway, S., Duncan-Hewitt, W., Hansen, L., & Westberg, S. (2009). Interprofessional education: Definitions, student competencies, and guidelines for Implementation. American Journal of Pharmaceutical Education73(4), Article 59, 1-8.

Cerra, F., Pacala, J., Brandt, B. F., & Lutfiyya, M. N. (2015). The application of informatics in delineating the proof of concept for creating knowledge of the value added by interprofessional practice and education. Healthcare3, 1158-1173.

Chiocchio, F., Lebel, P., & Dube, J. (2016). Informational role self-efficacy: A validation in interprofessional collaboration contexts involving healthcare service and project teams. BMC Medical Education16(153), 1-7.

Cusack, T., O’Donoghue, G., Butler, M., Blake, C., O’Sullivan, C. (2012). A pilot study to evaluate the introduction of an interprofessional problem-based learning module. Interdisciplinary Journal of Problem-Based Learning6(2), 31-45.

Duong, D. B., Sullivan, E. E., Minter-Jordan, M., Giesen, L., & Ellner, A. L. (2016). A model for training medical student innovators: The Harvard medical school center for primary care abundance agents of change program. Medical Education Online21, 1-9. doi:10.3402/meo.v21.30662

Ekmekci, O., Sheingold, B., Plack, M., LeLacheur, S., Halvaksz, J., Lewis, K., Schlumpf, K., & Greenberg, L. (2015). Assessing performance and learning in interprofessional health care teams. Journal of Allied Health44(4), 236-243d.

Judge, M. P., Polifroni, E. C., Maruca, A. T., Hobson, M. E., Leschak, A., & Zakewicz, H. (2015). Evaluation of students’ receptiveness and response to an interprofessional learning activity across health care disciplines: An approach toward team development in healthcare. International Journal of Nursing Sciences2, 93-98.

Judge, M. P., Polifroni, E. C., & Zhu, S. (2015). Influence of student attributes on readiness for interprofessional learning across multiple healthcare disciplines: Identifying factors to inform educational development. International Journal of Nursing Sciences2, 248-252.

King, S., Chodos, D., Stroulia, E., Carbonaro, M., MacKenzie, M., Reid, A., Torres, L., & Greidanus, E. (2012). Developing interprofessional health competencies in a virtual world. Medical Education Online17, 1-11. doi:10.3402/meo.v17i0.11213

King, S., Greidanus, E., Carbonaro, M., Drummond, J., & Patterson, S. (2009). Merging social networking environments and formal learning environments to support and facilitate interprofessional instruction. Medical Education Online14, 1-9. doi:10.3885/meo.2009.T0000132

L’Ecuyer, K. M., Pole, D., & Leander, S. A. (2015). The use of PBL in an interprofessional education course for health care professional students. Interdisciplinary Journal of Problem-Based Learning9(1), 8-18.

Lehrer, M. D., Murray, S., Benzar, R., Stormont, R., Lightfoot, M., Hafertepe, M., Welch, G., Peters, N., & Maio, A. (2015).  Peer-led problem-based learning in interprofessional education of health professions students. Medical Education Online20, 1-4. doi:10.3402/meo.v20.28851

Lie, D. A., Forest, C. P., Walsh, A., Banzali, Y, & Lohenry, K. (2016). What and how do students learn in an interprofessional student-run clinic? An educational framework for team-based care. Medical Education Online21, 1-10. doi:10.3402/meo.v21.31900

Lie, D. A., Fung, C. C., Trial, J., & Lohenry, K. (2013). A comparison of two scales for assessing health professional students’ attitude toward interprofessional learning. Medical Education Online18, 1-10. doi:10.3402/meo.v18i0.21885

Lie, D., May, W., Richter-Lagha, R., Forest, C., Banzali, Y., & Lohenry, K. (2015). Adapting the McMaster-Ottawa scale and developing behavioral anchors for assessing performance in an interprofessional team observed structured clinical encounter. Medical Education Online20, 1-10. doi:10.3402/meo.v20.26691

Lutfiyya, M. N., Brandt, B. F., & Cerra, F. (2016). Reflections from the intersection of health professions education and clinical practice: The state of the science of interprofessional education and collaborative practice. Academic Medicine91(6), 766-771.

Moran, D., Edwardson, J., Nicholas Cuneo, C., Tackett, S., Aluri, J., Kironji, A., Cox, J., Carroll, B., Lie, E., Fofana, M., Bollinger, R. C., Ziegelstein, R. C., Chen, C. C. (2015). Development of global health education at John Hopkins University school of medicine: A student-driven initiative. Medical Education Online20, 1-5. doi:10.3402/meo.v20.28632

Noureddine, N., Hagge, D. K., Brady, D., & Ofstad, W. (2016). Interprofessional education: Building student resilience and grit through teamwork. International Journal of Nursing and Clinical Practices3(199), 1-4.

Orchard, C. A., Curran, V., & Kabene, S. (2005). Creating a culture for interdisciplinary collaborative professional practice. Medical Education Online10, 1-13. doi:10.3402/meo.v10i.4387

Pechacek, J., Cerra, F., Brandt, B., Lutifyya, M. N., & Delaney, C. (2015). Creating the evidence through comparative effectiveness research for interprofessional education and collaborative practice by deploying a national intervention network and a national data repository. Healthcare3, 146-161.

Pittenger, A. L., Fierke, K. K., Kostka, S., & Jardine, P. J. (2016). Developing interprofessional facilitators and leaders: Utilization of advanced health profession students as interprofessional (IPE) facilitators. Currents in Pharmacy Teaching & Learning8, 52-58.

Roberts, C., & Kumar, K. (2015). Student learning in interprofessional practice-based environments: What does theory say? BMC Medical Education15(211), 1-3.

Smith, K. M., Scott, D. R., Barner, J. C., DeHart, R. M., Scott, J. D., & Martin, S. J. (2009). Interprofessional education in six US colleges of Pharmacy. American Journal of Pharmaceutical Education73(4), Article 61, 1-7.

Stocker, M., Pilgrim, S. B., Burmester, M., Allen, M. L., & Gijselaers, W. H. (2016). Interprofessional team management in pediatric critical care: Some challenges and possible solutions. Journal of Multidisciplinary Healthcare6(9), 47-58.

West, C., Landry, K., Graham, A., Graham, L., Cianciolo, A. T., Kalet, A., Rosen, M., & Sherman, D. W. (2015). Conversation starters – Southern Region: Conceptualizing interprofessional teams as multi-team systems – Implications for assessment and training. Teaching and Learning in Medicine, 27(4), 366-369. doi:10.1080/10401334.2015.1077136

West, C., Veronin, M., Landry, K., Kurz, T., Watzak, B., Quiram, B., & Graham, L. (2015). Tools to investigate how interprofessional education activities link to competencies. Medical Education Online20, 1-4. doi:10.3402/meo.v20.28627

Zorek, J. A. & Raehl, C. L. (2013). Interprofessional education accreditation standards in the USA: A comparative analysis. Journal of Interprofessional Care27(2): 123-130.