Health Professions Students' Teamwork Before and After an Interprofessional Education Co-Curricular Experience

Shelley C. Mishoe, Kimberly Adams Tufts, Leigh A. Diggs, James D. Blando, Denise M. Claiborne, Johanna Hoch, Martha L. Walker


Background: Effective interprofessional collaboration may positively impact clinical outcomes, patient satisfaction, and cost effectiveness. However, educational silos and discipline-specific socialization have reinforced each health profession’s independent values, attitudes, and problem-solving approaches.

Methods and Findings: Students’ (N = 376) attitudes about teamwork were measured with the Interprofessional Attitudes Scale, Teamwork, Roles, and Responsibilities subscale using a pretest-posttest design. Experiential learning strategies and a case study approach were used to introduce students to the roles and responsibilities of the students’ disciplines. There was a positive mean difference in pretest-posttest measures (p < .001) with a moderate effect size (r = .27).

Conclusions: Providing opportunities for pre-licensure health sciences students to understand the roles and responsibilities of other disciplines through IPE co-curricular learning can enhance positive attitudes toward teamwork.


Health sciences students; Interprofessional education; Teamwork; Roles and responsibilities; Co-curricular learning education, teamwork, roles and responsibilities, co-curricular learning.

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