Early-learners' expectations of and experience with IPE: A multi-institutional qualitative study.

Background: Multi-institutional qualitative studies are scarce within the interprofessional education (IPE) literature; such a report would provide comprehensive evidence for the application of interprofessional instruction among earlier learners.

Objective: This investigation explored students' expectations of and barriers to introductory IPE across four institutions.

Design: Qualitative inductive content analysis was utilized to interpret students' narrative responses to assigned pre- and post-survey questions.

An exploratory, cross-sectional and multi-institutional study using three instruments to examine student perceptions of interprofessional education.

Interprofessional education (IPE) research needs to expand beyond single site, single event inquiry. Multi-institutional studies increase methodologic rigor and generalizability, advancing the pedagogical science of IPE. Four U.

Measuring Student Interprofessional Skills in the Roles/Responsibilities Competency.

Purpose: To assess students' perceptions and knowledge of interprofessional collaborative practice related to the Interprofessional Education Collaborative (IPEC) Roles/Responsibilities (RRs) competency after engagement in interprofessional education experiences.

Methods: Thirty physician assistant students were surveyed 3 times during the clinical year to assess the level of collaborative engagement with 5 professions. The level of engagement was assessed utilizing a 5-point Likert scale, and an open-ended question measured student knowledge of other professionals' roles.

Utilizing Shared Expertise Across Contexts to Engage in Multi-institutional Interprofessional Scholarship.

Interprofessional education (IPE) research has grown dramatically, but it has primarily occurred at single institutions/contexts with unique assessment tools. Comparing pedagogical approaches and assessment tools across contexts and learner levels is necessary to advance the educational preparation of "collaborative-ready" health professionals. One common thread through IPE initiatives is a learning experience that introduces students to the basic tenets of professional roles, communication and collaboration.