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Interprofessional education is considered the first step to providing students with the knowledge and skill required to participate in interprofessional collaboration. The lingering question in research is if students can take these skills from the classroom to clinical practice. The answer to this question will help guide educators when developing effective IPE training. This quantitative, correlational study aimed to explore if healthcare students that participated in a two-part, case-based interprofessional educational session were able to transfer that skill to their clinical experience. Data was collected from healthcare students in the professions of physical therapy, occupational therapy, and nursing. The participants completed an electronic survey that consisted of the validated Interprofessional Collaborative Competency Attainment Survey (ICCAS) and basic demographic questions. The electronic survey assessed the participants’ behaviors associated with the six interprofessional collaboration core competencies developed by the Canadian Interprofessional Health Collaborative. Participants completed it after their clinical experience coursework. The data from this survey were compared to the results of data collected with the ICCAS during a previous research study the same cohort of students had participated in. The data were analyzed using the repeated measures ANOVA testing. There were statistical significances found between the ex post facto and pre-clinical experience as well as the pre-clinical and post-clinical experience. However, the mean scores were higher with the ex post facto data than the other two points in time. This outcome suggests the participants felt more confident with their interprofessional collaborative skills after their classroom training than they did prior to and after their clinical experience.


© 2019 Sally McCormack Tutt

From dissertation:
Meredith Parry EdD, LAT, ATC, CSCS, Dissertation Chair
Shelley Cohen Konrad PhD, LCSW, FNAP, Dissertation Committee Member
Sunddip Aguilar MEd, EDD, Program Director



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