•  
  •  
 

Collaborative Healthcare: Interprofessional Practice, Education and Evaluation (JCIPE)

Abstract

Background

Interprofessional education (IPE) has become an increasingly necessary component of healthcare and health science curricula (Institute of Medicine, 2015; World Health Organization, 2010). However, the longitudinal impact of IPE and students’ ability to transfer knowledge and skills from the classroom to the workplace remains unknown (Breitbach et al., 2020). Training future healthcare providers (i.e., physical therapists, occupational therapists, exercise scientists) to work in interprofessional (IP) teams should arguably begin at the undergraduate (UG) level, rather than graduate level, in order to improve effective translation of skills to the workplace (Breitbach et al., 2020; Cooper et al., 2001; Murdoch et al., 2017). IP team training is designed to improve healthcare outcomes at large (Bridges et al., 2011) and can greatly impact both our medical and health/wellness systems. Assessing translation of collaborative skills can be challenging due to variation between settings. However, it is important to set students up for success in a controlled environment (education system) before moving to a dynamic environment (workplace).

The Self-Assessed Collaboration Skills (SACS) survey (Table 1) is one tool that can be used to self-assess collaborative skills immediately after an IP learning activity or a collaborative event and is appropriate for clinical and nonclinical environments (Hinyard et al., 2019).

Download

Share

COinS