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CPAT was developed to assess levels of collaboration intended to assist clinical teams in identifying strengths and weaknesses in their collaborative practice thereby providing opportunities for focused educational interventions.

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.

The ELIQ was developed to provide a student self-assessment of communication, team work skills, and attitudes toward collaborative learning and collaborative working both before and after qualification.

The Entry Level Interprofessional Questionnaire is  a 27-item tool with a 5-point scale that is used to assess  students' attitudes towards  interprofessional education and collaboration. The tool has 3 subscales: communication and teamwork, interprofessional learning, and interprofessional interaction.

The Team Decision Making Questionnaire (TDMQ) was developed to assess the quality of interprofessional teams and to evaluate clinical staff's perceptions of decisions making.

The Team Decision Making Questionnaire is  a 19-item tool with a 7-point scale that is used to assess the quality of  interprofessional teams. The tool has 4 subscales: decision‐making, team support, learning, and developing quality services. 

The Perception of Interprofessional Collaboration Model Questionnaire (PINCOM-Q) was developed to measure perceptions and behavior between professionals in the interprofessional collaboration process on an individual, group, and organizational level.

The Medication Use Processes Matrix (MUMP) was designed to measure how primary health care professionals' perceive their own and others’ contributions to medication-related processes.

This is a 22-item tool with a 5-point scale used to provide a description of medication-related processes in primary care. The tool has 5 subscales: diagnostic and prescribing, monitoring, administrative and documentation and medication review. 

The Interprofessional Socialization and Valuing Scale (ISVS) was developed to evaluate the beliefs, behaviors, and attitudes that underlie interprofessional socialization and collaborative practice in health care settings.

This is a 24-item tool with a 7-point scale used to assess the extent of shift towards collaborative care in health care settings. The tool has 3 subscales: ability to work with others, value in working with others, and comfort in working with others. 

The Interdisciplinary Team Process Scale (ITPS) was developed to assess interdisciplinary team performance in long-term care settings and to measure performance in the Program of All-Inclusive Care for the Elderly (PACE).

This is a 59-item tool with a 5-point scale that is used to assess interdisciplinary team performance in health care settings. The tool has 6 subscales: leadership, communication, coordination, conflict management, team cohesion, and perceived unit effectiveness.

The Interdisciplinary Education Perception Scale (IEPS) was developed to gauge professionally oriented perceptions and related affective domains for participants in interdisciplinary education programs. 

This is an 18-item tool with a 5-point scale (later adapted to a 12-item tool) 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.