Resource Center

Cameron , A., Ignjatovic, M., Langlois, S., Dematteo, D., DiProspero, L., Wagner, S., and Reeves, S. (2009). An introduction to interprofessional education for first‐year health science students: Perspectives of pharmacy students and faculty. American Journal of Pharmaceutical Education, 73(4), 1­‐7.

PLEASE NOTE: Only those with paid subscriptions to the Ingenta Connect database may access the full text of this copyright-protected article. Contact your institutional library or the publisher for details.

This is an 18 -item tool with a 5 point scale that can be used to assess student perceptions of  experiences of  interprofessional education. The tool has 1 subscale: perception of interdisciplinary practice (Hayward et al., 2005). 

Dentistry, Medical Radiation Sciences, Medicine, Nursing, Occupational Therapy, Pharmacy, Physical Therapy, Speech Language Pathology, and Social Work

847 students pre survey; 649 post-survey from 9 disciplines

none reported

aj.camerson@utoronto.ca

Furze, J., Lohman, H., and Mu, K. (2008). Impact of an interprofessional community-‐based educational experience on students’ perceptions of other health professionals and older adults. Journal of Allied Health, 37(2), 71­‐77.

PLEASE NOTE: Only those with paid subscriptions to the Ingenta Connect database may access the full text of this copyright-protected article. Contact your institutional library or the publisher for details.

This is a 17-item tool with a 5-point scale that was developed to assess health care student perceptions of  experiences in an interprofessional collaboration setting. The tool has 1 subscale: perception of interdisciplinary practice (Furze et al., 2005). 

Nursing, Occupational Therapy, Physical therapy, and Pharmacy

64 students from 4 professions

none reported

jfurze@creighton.edu

McFadyen, A. K., Maclaren, W. M., and Webster, V. S. (2007). The Interdisciplinary Education Perception Scale (IEPS): An alternative remodeled sub‐scale structure and its reliability. Journal of Interprofessional Care, 21(4), 433-‐443.

PLEASE NOTE: Only those with paid subscriptions to the Informa Healthcare database may access the full text of this copyright-protected article. Contact your institutional library or the publisher for details.

This is a 12-item tool with a 6-point scale that was developed to ensure stability of the tool when gathering undergraduate student perceptions of interprofessional education. The tool has 3 subscales: competency and autonomy, perceived need for cooperation and  perception of actual cooperation (McFayden et al., 2007). 

Dietetics, Nursing, Occupational Therapy, Physiotherapy, Podiatry, Prosthetics and Orthotics, Radiography, Social Work

65 members of a professional group. 308 students from 8 health and social care programs

Total Scale (12 items): α = .87 - .88 Test-retest reliability of 3 sub-scales: ICC values = .58, .60, and .57 respectively. Competency & autonomy α = .83 - .82

perceived need for cooperation

Perceived need for cooperation α = .38 - .40

perception of actual cooperation

Perception of actual cooperation α = .85 - .83

akm@akm-stats.com

Goellen, G., De Clercq, G., Huyghens, L., and Kerckhofs, E. (2006). Measuring the effect of interprofessional problem­‐based learning on the attitudes of undergraduate health care students. Medical Education, 40(6), 555-­‐561.

PLEASE NOTE: Only those with paid subscriptions to the Wiley Online Library may access the full text of this copyright-protected article. Contact your institutional library or the publisher for details.

This is an 18-item tool with a 5-point scale that can be used to assess the effect of interprofessional education experiences on undergraduate students.  The tool has 4 subscales: competency and autonomy, perceived need for cooperation and perception of actual cooperation and understanding others' roles (Goellen et al., 2006). 

Medicine (42), Nursing (53) and Physical therapy (54)

177 students from 3 professions

none reported

perceived need for cooperation

none reported

perception of actual cooperation

none reported

understanding other's values

none reported

congnrg@az.vub.ac.be

Hayward, K. S., Kochniuk, L., Powell, L., and Peterson, T. (2005). Changes in students' perceptions of interdisciplinary practice reaching the older adult through mobile service delivery. Journal of Allied Health, 34(4), 192­‐198.

PLEASE NOTE: Only those with paid subscriptions to the Ingenta Connect database may access the full text of this copyright-protected article. Contact your institutional library or the publisher for details.

This is an 18 -item tool with a 5 point scale that was developed to assess student perceptions of  experiences in an interprofessional collaboration setting. The tool has 1 subscale: perception ofiInterdisciplinary practice (Hayward et al., 2005).

Physical Therapy, Occupational Therapy, Nursing, Dietetics, Pharmacy, Health Education, Social Work and Physician Assistant

102 students from 8 disciplines

none reported

summkare@isu.edu

Hawk, C., Buckwalter, K., Byrd, L., Cigelman, S., Dorfman, L., and Ferguson, K. (2002). Health professions student’s perceptions of interprofessional relationships. Academic Medicine, 77(4), 354–357.

PLEASE NOTE: Only those with paid subscriptions to the Wolters Kluwer Health database may access the full text of this copyright-protected article. Contact your institutional library or the publisher for details.

Medicine (120), Nursing (111), Physical therapy (37), Physician Assistant (30), Osteopathy (141), Podiatry (37), Social Work (37) and Chiropractic (75)

588 students from 8 professions

none reported

perceived need for cooperation

none reported

perception of actual cooperation

none reported

understanding other's values

none reported

hawk_c@palmer.edu