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An integral component of interprofessional education (IPE) is the development of a collaboration-ready health-care workforce.  While collaboration is a fundamental element of IPE, there is no existing measure of collaboration skills that is not context specific.  This article describes the development and initial validation of the Self-Assessed Collaboration Skills (SACS) measure.  Items were initially drawn from the Collaboration Skills Assessment Tool rubric, an educational assessment tool.  The SACS measure was piloted in a sample of students in and introductory IPE course.  Following sc

This 4-item, 3-point scale is modified from the original 7-item scale and is adapted for ease of applicability to clinical settings. It is intended for the assesment of individuals within an interprofessional team in a patient encounter, to provide performance feedback. The scale was validated in the standardized setting of a Team Objective Structured Clinical Encounter (Generalizability coefficient .73). It can be applied to any health profession. The behaviors/skills observed are Collaboration, Roles, Patient/Family-Centeredness and Conflict Management.

The ATRA Standards for the Practice of Recreational Therapy & Self-Assessment Guide, published in 2013, consists of 12 standards and the Self-Assessment Guide (SOP/SAG).  The manual was written in a format that provides a comprehensive description of recreational therapy practice, consistent with requirements of accrediting and regulatory agencies and quality recreational therapy practice.

Scientifically developed and validated online tools for managing teams. Includes the Team-Maker, which assigns students to teams using instructor-specified criteria selected from a list of questions or written by the instructor. Also includes CATME Peer Evaluation, which collects and summarizes student self- and peer evaluations.  Provides feedback to students and data to the instructor. 

The CATME Team Tools system has been used by over 630,000 students world wide.

The Geriatric Transitions Objective Structured Video Examination (GT-OSVE) is a series of 3 video cases depicting the same hypothetical patient undergoing transitions of care in different locations: hospital to home, skilled nursing facility to home, and home to an assisted living facility. The GT-OSVE may be used as an evaluative tool to assess trainees' ability formulate transitions plans and to assess team functioning. Alternatively, the GT-OSVE may be used as an educational tool for teaching about transitions of care.

The Measure of Processes of Care (pronounced "em-pock") is a well-validated and reliable self-report measure of parents' perceptions of the extent to which the health services they and their child(ren) receive are family-centred. The original version of MPOC is a 56-item questionnaire; as of 1999 there is a shorter, 20-item version. MPOC has been used internationally in many evaluations of family-centred service.

This version of the IPEC Competency Self-Assessment Tool is a 42-item self-assessment questionnaire with items based on the competencies defined by the Interprofessional Education Collaboartive expert panel. It is designed for health professional students to rate their ability level on each competency using a 5-point Likert scale.

This tool is designed to help assess the extent to which the group being observed is behaving as an interprofessional team.

TSS was developed to measure three factors of perceived interprofessional team skills: interpersonal skills, discipline-specific skills, and geriatric care skills.

The Team Skills Scale is a 17-item tool with a 5-point scale that is used to assess interprofessional team skills. This tool has 1 subscale: team skills (Miller and Ishler,  2001).

TSS is often used in conjunction with ATHCT.

IPFS was developed to assess skills in interprofessional education facilitation to aid educators shifting from the more didactic teacher role to the more interactive facilitator-of-learning role which requires effort and skill acquisition. This scale can quantify the necessary skillset by evaluating facilitation skills and competencies.