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Despite the broad adoption of IPE across a number of educational institutions, in general, there continues to be little focus on the development and implementation of sound assessment strategies.

Widely used in medicine, the objective structured clinical examination (OSCE) aims to assess clinical knowledge, skills, behaviours and attitudes by structured observation (van der Vleuten & Schuwirth, 2005). An interprofessional OSCE (iOSCE) uses this method to assess collaborative knowledge, skills, behaviours and attitudes (Morison & Stewart, 2005). The iOSCE provides an alternative to reflection exercises that are more typically used to assess interprofessional attributes.

This article reports on the development of an iOSCE in a large university in North America which contains 10 health science faculties: dentistry, physical education and health, medical radiation sciences, medicine, nursing, occupational therapy, physical therapy, pharmacy, social work and speech–language pathology. Specifically, we describe the methods used to engage participation from all health professions in its development; report on the topic themes selected to develop into clinical scenarios; and provide details of the iterative process planned to yield a reliable and valid product.

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