Survey of Interprofessional Collaboration Learning Needs and Training Interest in Health Professionals, Teachers, and Students: An Exploratory Study


  • Krista Baerg Department of Pediatrics, University of Saskatchewan
  • Deborah Lake Department of Psychology, University of Saskatchewan
  • Teresa Paslawski Department of Speech Pathology and Audiology, University of Alberta



Continuing professional learning, Interprofessional collaboration, Interprofessional education, Online learning, Survey


Background: Researchers and trainers from many professions and settings have emphasized the importance of explicit training in interprofessional collaboration (IPC), but interest in and best practice for training for IPC remains unknown.

Methods and Findings: A 33-item Internet-based survey was completed by 486 practicing professionals and students from the sectors of health and education. The survey assessed experiences and knowledge of IPC as well as interest in and barriers to further training in IPC. Overall, there was agreement among respondents regarding the importance of IPC. Satisfaction with IPC was associated with higher self-ratings of knowledge and skills related to IPC. Interest in further IPC training was high, especially for one- or two-day workshops or web-based modules. Qualitative analysis of responses to an open-ended question about IPC skills and knowledge revealed seven networks of common themes that can serve as a framework for training and theory development.

Conclusions: IPC training should provide knowledge about IPC models and research, leadership styles, team stages, and conflict management, while also ensuring that training applies to the workplace or practicum placement. Efforts should be made to promote awareness of the need for training in areas where trainees already feel competent.






Articles: Empirical Research