Abstract
Abstract The current study investigated the influence of student adaptability and years in college on receptiveness to IPE training. The primary purpose of this study was to determine the degree to which a student's level of adaptability, predicted positive changes in their perceptions of teamwork, interprofessional cooperation, and professional autonomy after participation in a single case-based IPE forum. Secondly, the study investigated if using concept mapping as an instructional technique during an IPE activity influenced student perceptions of teamwork, interprofessional cooperation, and professional autonomy. Higher levels adaptability accounted for a significant portion of the variance in positive change in IEPs scores. Additionally, years in college along with level of adaptability accounted for additional variance in the positive change in IEP scores. There was no statistical difference found between the instructional groups regarding their IEPs scores.
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