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INTRODUCTION Interprofessional Education (IPE) prepares collaborative-ready health professionals although the actual process of learning “about, from and with” each other is widely debated in the literature (World Health Organization, 2010). The goal of the study was to examine the effectiveness of an introductory IPE course in improving students’ collaboration skills.

METHODS Undergraduate, health professions students completed the 11-item Self-Assessed Collaboration Skills (SACS) survey before and after completing an introductory IPE course.

RESULTS Results of paired samples t-tests suggest that there were significant improvements in students’ self-assessed collaboration skills and on the learning, information sharing, and team support dimensions.

DISCUSSION This study highlights the role of an introductory IPE course in improving self-assessed collaboration and teamwork skills of entry-level learners. Features of the course design that contribute to its effectiveness include: interactive class sessions, a culminating team project, and using in-class time for team meetings.

CONCLUSION An introductory IPE course can be effective in improving learners’ self-assessed collaboration skills and can prepare them for future IPE courses.

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