To address the goals of reducing the fragmented nature of health care and increasing the number of healthcare providers, the World Health Organization has called for a global perspective on preparing an interprofessional (IP) healthcare workforce skilled in collaborative teamwork.1 The report suggests, “Once students understand how to work interprofessionally, they are ready to enter the workplace as a member of the collaborative practice team”. The rationale for promulgating IP communication, collaboration, and teamwork is well documented. The research literature shows a direct link between IP collaboration in health care teams and improved patient safety, quality of care, and healthcare outcomes, 2-4 including lower readmission and mortality rates.4 Conversely, failures in effective collaboration among IP teams has been associated with increased patient harm, increased ICU, hospital lengths of stay, resource use, caregiver dissatisfaction, turnover, and decreased deployment of evidence based practice.6, 8-11

Over the past decade, an increasing number of medical and nursing schools have implemented IP curricula and with growing pressure from national and international professional organizations and accrediting agencies in the health professions, there has been a sharp increase in programs in which health professions students learn and work together. To date, most studies evaluating the quality and impact of these IP curricula have largely relied on self-report surveys such as RIPLS.12 While there are a growing number of IP educational programs, to date there is limited evidence of their effectiveness in enhancing learners’ attitudes, knowledge and skills for collaborative practice. However, the literature shows a direct link between IP collaboration in health care teams and improved patient safety, quality of care, and healthcare outcomes, making educational programs an essential component of health professions education.

In 2012, the Josiah Macy Jr Foundation funded a grant proposal from the UCLA School of Nursing and the David Geffen School of Medicine at UCLA to develop a set of tools for assessing the degree to which individual students have accomplished the competencies and objectives identified by the Interprofessional Education Collaborative Expert Panel.13 These tools increase the ability of interprofessional education (IPE) programs to assess student’s accomplishments, provide formative and summative results to individual students. In addition, IPE programs can use aggregated outcome results for purposes of continuous quality improvement and program evaluation.

The Compendium Provides Tools For The Assessment Of Individual Learners And Teams. While you may wish to use aggregated results for purposes of continuous quality improvement and program evaluation, we will focus on the use of these tools for the formative or summative assessment of student knowledge, attitudes, and skills for IP collaborative practice.
  1. IP Knowledge Question Bank for use in formal testing, pre-post testing, or student self-assessment

  2. Video Analysis Assessment Tool with collaborative practice scenarios using Zaption©, a free-access software tool

  3. Teamwork Observation Tool designed to allow instructional leaders such as coaches and mentors to assess workplace collaborative practices of individual students or teams through observations in clinical IPE settings using eWalk©, a low-cost software tool with built in reporting mechanisms

  4. IP Implicit Association Test of unconscious biases associated with nursing and physician roles through collaboration with the Harvard University Project Implicit (

  5. IP Objective Structured Clinical Examination (IP-OSCE) with two interprofessional practice cases.

  6. IP Multi-Source (360o) Feedback Tool for Interprofessional Collaborative Practice (attending physicians, nurses, residents, student peers) for assessing IP collaborative practice competencies in both the classroom and clinical settings, delivered via REDcap, a free, web-based electronic data capture tool designed to support clinical and research studies (