Professional Physical Therapist Student Well-Being and Career Attitudes.

Introduction: This study assessed well-being in physical therapy (PT) students, sources of stress, and career attitudes. Studies of students in health care programs have found that these students experience higher levels of stress and anxiety compared to age- and gender-matched peers.

Subjects: Pre-professional and professional PT students from a Midwestern University in Spring 2018 (n = 253) and 2019 (n = 232).

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.

Longitudinal Assessment of Students' Perceived Collaboration Skills at an Institution with a Structured Interprofessional Education Curriculum.

Interprofessional education (IPE) has grown in popularity in recent years, but much work remains to be done regarding its evaluation and longitudinal impact, as well as in codifying the attributes of IPE that prepare learners for "collaboration-ready" practice. The present study sought to assess collaboration skill retention or change among graduating seniors who completed an introductory IPE course in 2017, comparing present collaboration skill levels to past levels before and directly after the introductory IPE course using the Self-Assessed Collaboration Skills (SACS) instrument. Additionally, further validation of a collaboration skills instrument was conducted, and qualitative data were gathered to identify collaboration-relevant curricular design elements and generate feedback for continuous program improvement.

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.

A comparison of student attitudes and perceptions before and after an introductory interprofessional education experience.

There is increasing acknowledgement that interprofessional education (IPE) holds promise for preparing health professionals as collaborative-ready practitioners. The effects of IPE on learning outcomes are critical in determining the value of such programs. Attitudes are recognized as a significant element in developing behaviors.