Interprofessional Clinical Education Research Articles

Nursing students’ perceived ability to practice interprofessional collaboration after the inclusion of virtual and immersion interprofessional education activities: A quantitative exploration

BackgroundLittle is known about the influence of interprofessional education (IPE) on interprofessional collaboration (IPC), particularly following the COVID 19 pandemic. AimTo examine nursing students’ perceived ability to practice IPC after exposure to virtual lectures and immersive clinical IPE activities founded on the competencies from the National Interprofessional Competency Framework. DesignA cross-sectional design was used. MethodsThird year nursing students (n=105) enrolled in a pediatric theory and clinical completed surveys including: Demographic items, the revised Interprofessional Collaborative Competency Attainment Survey (ICCAS) and the Interprofessional Education Collaborative Competency Self-Assessment (IPEC) (Version 3). Students completed reflective questions about their IPE experiences. Descriptive statistics, paired t-tests, confidence intervals, and point estimates were used to measure the differences from pre- to post-participation for all items of the ICCAS and IPEC. ResultsParticipants reported improved IPC competence on every item and overall, after the IPE activities. Participants from urban campuses had lower ICCAS scores (PE 0.38, 95 % CI, 0.12–0.65) than those from rural campuses (PE 0.45 95 % CI, 0.18–0.72). Students who identified as men had higher team functioning scores before participating in the IPE activities than women (PE 0.50; 95 % CI,: 0.05–0.95). The IPEC Interaction items mean score was 4.03 ±.50 and IPE values items were higher with a mean of 4.62 ± 0.46. ConclusionsThe findings can guide development and implementation of IPE experiences for nursing and allied healthcare students.

Building patient safety culture by using interprofessional simulation with nursing, paramedic and emergency telecommunication students: A mixed-methods research study

AimThe aim of this study was to investigate student attitudes toward interprofessional education and collaborative practice and their perceptions of simulation design elements after participating in an interprofessional simulation educational activity. BackgroundPatient safety continues to be an international healthcare priority. However, critical incidents to patients continue to persist due to poor communication between professionals and poor teamwork. DesignA mixed methods design. MethodThe study sample consisted of Bachelor of Nursing (n=81), Paramedic (n=38) and Emergency Telecommunication (n=11) students randomized into interprofessional groups. Following the interprofessional learning experience, students completed two standardized self-reporting instruments, Students Perceptions of Interprofessional Clinical Education, National League for Nursing Simulation Design Scale and open-ended questions of their perceptions on teamwork and collaboration, communication skills, transfer of care and patient safety. ResultsStudents in each program reported high scores for attitudes toward the importance of teamwork and collaborative practice. There were significant differences in scores between programs for the ranking factors ‘Teamwork and Team-Based Practice’ (BN=4.74 SD 0.72, PM=4.66 SD 0.81, ET=4.95 SD 0.15 *; p = 0.00005) and ‘Roles & Responsibilities’ (BN=3.78 SD 1.12, PM=3.55 SD 0.92, ET=4.67 SD 0.85*; p= 0.012). Themes included: communication and collaboration in teamwork; roles, responsibilities and leadership; patient-centred care and safety; and emotional dynamics and professional growth. ConclusionAn interprofessional simulation is an effective strategy to practice teamwork and collaboration and communication skills during transfer of care. Ensuring earlier education of roles and responsibilities during transfer of care needs review as do strategies for structured handover communication tools.

Description of a Longitudinal Interprofessional Education Plan and Outcomes From an Inaugural Student Cohort

ObjectiveTo describe a longitudinal interprofessional education (IPE) plan at 1 school of pharmacy including inaugural student cohort outcomes. MethodsStandards 2016 prompted the creation of an IPE task force at the University of Wisconsin–Madison School of Pharmacy to develop and implement an IPE plan consisting of outcome-based goals, a deliberate design, and a formalized assessment strategy (an approach that inspired national consensus guidance from the Health Professions Accreditors Collaborative). Beginning with the 2022 graduating class, required interprofessional learning activities were embedded longitudinally across a 4-year Doctor of Pharmacy program and included classroom-, simulation-, and clinical-based IPE activities. Student learning outcomes, focused on attitudes, skills, and behaviors, were assessed longitudinally using 3 self-reported, validated measures allowing before and after comparisons: Student Perceptions of Interprofessional Clinical Education–Revised, Version 2, Interprofessional Education Collaborative Competency Self-Assessment Tool, Version 3, and Interprofessional Collaborative Competencies Attainment Survey–Revised, coupled with the Individual Teamwork Observation and Feedback Tool. ResultsEnd point Student Perceptions of Interprofessional Clinical Education–Revised, Version 2 and Interprofessional Education Collaborative Competency Self-Assessment Tool, Version 3 average scores were in the agree to strongly agree range with statistically significant before and after change in 80% (4 of 5) of subscales. Students’ attainment and demonstration of positive teamwork behaviors were evidenced by statistically significant before and after changes in advanced pharmacy practice experience student Interprofessional Collaborative Competencies Attainment Survey–Revised scores and universal satisfactory ratings of advanced pharmacy practice experience students on the Individual Teamwork Observation and Feedback Tool. ConclusionA developmentally progressive, longitudinal IPE plan was implemented into a 4-year Doctor of Pharmacy program. Inaugural student cohort assessment results documented students were prepared for interprofessional practice upon graduation.

Student perspectives on designing and implementing an interprofessional education module in chronic disease management at primary care level in Vietnam

PurposeThis study explored students' perspectives on designing and implementing the new clinical interprofessional education (IPE) module for chronic disease management at the primary care level in the Vietnamese context.Design/methodology/approachStudents from seven different university-level healthcare programmes participated in a cross-sectional survey Course Experience Questionnaire-based study. Additionally, two open-ended questions were presented to gather qualitative data, mapping student perspectives. Statistical analyses and thematic analyses were performed.FindingsThe results show that students agree with quality statements about IPE design features, such as good teaching, clear goals and standards, appropriate workload, appropriate assessment and a blended learning approach. Answers to the open-ended comments pointed out the strengths of the IPE module in providing opportunities for interprofessional learning, improving interprofessional collaboration competencies, real-life interprofessional collaboration practice and continuous feedback from tutors. Students also reported weaknesses in the IPE module, including a lack of feedback on the care plan and logistics of the IPE module.Originality/valueStudents positively recognise key design features of the IPE module, combining classroom activities with standardised patient simulations, clinical practice and home visits. Chronic disease management at the primary care level is a suitable context for training students to work interprofessionally. The strengths and weaknesses identified by students could help in the redesign and future implementation of the IPE module in the Vietnamese context. They could inspire practices in Southeast Asian medical education and beyond.

Advancing clinical interprofessional education to prepare student pharmacists for interprofessional collaborative practice

AbstractInterprofessional education (IPE) is a pivotal force shaping the future of health care delivery. While recent studies underscore positive student experiences resulting from IPE, a critical gap remains: the scarcity of data on patient outcomes within health systems that embrace this collaborative care approach. In this focused literature review, authors with expertise in the field of IPE and interprofessional collaborative practice (IPCP) aimed to provide pharmacists with practical suggestions on how they can advance interprofessional patient care while also optimizing the opportunities for student pharmacists to further develop IPCP competencies. Through a knowledgeable selection of current, high‐quality publications on the topic and expert opinion, we sought to identify characteristics of high‐quality IPE in practice environments. Pharmacists, in conjunction with Schools/Colleges of Pharmacy, should aspire to attain these characteristics to ensure that graduates of Doctor of Pharmacy (Pharm.D.) degree programs are entering the workforce primed to contribute to IPCP. The Interprofessional Education Collaborative (IPEC) has crafted competencies to harmonize curricula across health disciplines, with the promise of enhancing patient and population health outcomes. These competencies should serve as guiding principles for pharmacy educators as they develop and assess student pharmacists' collaborative practice skills. Pharmacists play a vital role in cultivating these skills within experiential environments. Leveraging existing pharmacy practice experiences presents an opportunity to achieve this aim effectively. As we look ahead, the future of health professional training must prioritize measuring the impact of IPE on patient outcomes. In this transformative landscape, IPE stands ready to mold the next generation of team‐based, patient‐centered care.

INTERPROFESSIONAL BEHAVIOURAL COUNSELLING; AN ESSENTIAL SKILL FOR OUR UNDERGRADUATE STUDENTS

INTRODUCTION Collaborative healthcare practices have positive impacts on dietary and physical activity behaviours (Patnode, et al., 2022). An immersive interprofessional work-integrated learning experience was developed for UOW Exercise Science and Rehabilitation(ExSc), and Dietetics and Nutrition(DNut) students, to appropriately prepare novice practitioners for significant growth in workforce interprofessional collaboration opportunities. METHOD Undergraduate(ExSc:n=47;DNut:n=48) students participated in an Interprofessional Education Workshop(IEW) aimed at improving understanding of interprofessionalism and behaviour counselling techniques. Students then formed into 46 pairs(ExSc:n=1+DNut:n=1) with each pair providing Interprofessional Behavioural Counselling(IBC) to a community client at two separate timepoints; Initial consultation and a 2-week Follow Up(FU). Student volunteers(n=38;ExSc:n=10,DNut:n=28) agreed to participate in the research phase, completing two surveys, Interprofessional Collaborative Competency Attainment Scale(ICCAS) & Students Perceptions of Interprofessional Clinical Education Revised(SPICE-R2) at two timepoints; immediately post IEW, and post FU. Additionally, volunteers(n=14;ExSc:n=3,DNut:n=11) participated in focus groupsfollowing IBC. Significance, set at (p<0.01) with mean score differences, and relative change (%) reported. RESULTS Participant responses(n=31) to ICCAS showed improvement across the five key areas of interprofessional practice; communication(0.8,23%), collaboration(1.1,32%), role and responsibilities(1.1, 33%), patient-centred care(1.2,36%), conflict-management and team-functioning(1.1,30%). Similarly, improvements in SPICE-R2 for patient outcomes(0.30,7%) and roles and responsibilities with collaborative-practice(0.67,17%), but not (p=0.06) for interprofessional teamwork and team-based practice. Focus groups indicated that students were confused pre-IBC about effective collaboration, specifically apprehension relating to perceived time constraints involved in having two professionals in one consultation. Conversely, post-IBC student’s reported increased confidence in adopting a collaborative approach, better understanding of scope of practice overlap and could see value in client outcomes following an interprofessional approach. CONCLUSION UOW will continue to embed interprofessional work integrated learning experiences in the future to improve understanding of collegial collaboration ensuring patient-centred care and best practice.

An innovative clinical interprofessional education experience to advance knowledge and skill in communication with aphasic patients: A randomized controlled pilot study

BackgroundBecause of its impact on communication, aphasia increases patients’ risk for poor healthcare outcomes. Healthcare teams should be equipped to effectively serve this population. PurposeThe primary aim was to pilot the effectiveness of an aphasia communication.partner training program for healthcare students by examining changes in knowledge and behavior. A secondary aim assessed learners' understanding of other healthcare professionals’ roles and responsibilities. MethodStudents in pharmacy, physician assistant, and occupational therapy were randomly assigned to experimental or control groups. The former participated in didactic training with speech-language pathology students and mentored interactions with aphasic patients. Both groups completed pre-/post-training knowledge assessments and participated in semi-structured patient interactions. DiscussionThe clinical IPE experience resulted in statistically significant differences in aphasia knowledge and associated behaviors. Additionally, learners’ understanding of healthcare professions improved. ConclusionsClinical IPE experiences are effective at improving clinical communication skills and increasing knowledge of language-impaired populations.

Fostering collaborative practice through interprofessional simulation for occupational therapy, physiotherapy, dietetics, and nursing students

ABSTRACT Literature regarding simulation for learning interprofessional collaborative practice (IPCP) indicates a need to include a range of health professions and to focus on students’ development of team communication and conflict resolution skills in day-to-day healthcare delivery. This study evaluated the impact of interprofessional simulation for occupational therapy, physiotherapy, dietetics, and nursing students on interprofessional collaboration competencies, specifically collaborative communication and conflict resolution during day-to-day interactions, and their intention for IPCP during placement. A series of simulations featuring the potential for interprofessional conflict and involving explicit coaching on communication and conflict resolution were conducted. A single cohort pre-test post-test design included the Students’ Perceptions of Interprofessional Clinical Education Revised (SPICE-R), the Interprofessional Collaborative Competencies Attainment Survey (ICCAS), and an open response survey question on future intended practice. A total of 237 students participated in the simulation experience. Overall scores and scores on all IPCP competencies in the ICASS (n = 193) and SPICE-R (n = 226) improved for all professions post-simulation. The mean score of the ICCAS increased for 98% of the respondents and similarly the mean score of the SPICE-R increased for 71% of the respondents. Open-ended responses indicated students’ intentions to pursue self-leadership in IPCP. Students who participated in an interprofessional simulation reported perceived improvements in IPCP competencies and were encouraged to initiate IPCP when on placement in the practice setting.

Robust Interprofessional Clinical Education and Practice to Improve Health Equity

The purpose of this paper is to highlight innovative interprofessional clinical learning opportunities at a Nurse-led Mobile Health Clinic (MHC) that prepares nursing students and allied health students to care for diverse populations with a focus on screening for the social determinants of health (SDOH) and acting on positive screens. Our Nurse-led MHC provides free health screenings in partnership with food pantries and crisis ministries in urban and rural areas. We also provide self-management support classes for those with hypertension and/or diabetes.

Clinical interprofessional education for integrated care: Articulating competencies.

Clinical interprofessional education for integrated care: Articulating competencies.

Are the stars aligned? Healthcare students’ conditions for negotiating tasks and competencies during interprofessional clinical placement

BackgroundHealthcare students must learn to collaborate across professional boundaries so they can make use of each other’s knowledge and competencies in a way that benefits the patient. One aspect of interprofessional collaboration implies negotiating what needs to be done and by whom. Research, focused on the conditions under which students perform this negotiation when they are working together during interprofessional clinical placement, needs to be further developed. The study therefore aimed to explore students’ negotiation of tasks and competencies when students are working together as an interprofessional team during clinical placement.MethodsThe study was designed as a focused ethnographic observational study. Two Nordic sites where final-year healthcare students perform clinical interprofessional education were included. Data consists of fieldnotes, together with informal conversations, group, and focus group interviews. In total, 160 h of participating observations and 3 h of interviews are included in the study. The analysis was informed by the theory on communities of practice.ResultsStudents relate to intersecting communities of practice when they negotiate what they should do to help a patient and who should do it. When the different communities of practice align, they support students in coming to an agreement. However, these communities of practice sometimes pulled the students in different directions, and negotiations were sometimes interrupted or stranded. On those occasions, observations show how the interprofessional learning practice conflicted with either clinical practice or one of the student’s profession-specific practices. Conditions that had an impact on whether or not communities of practice aligned when students negotiated these situations proved to be ‘having time to negotiate or not’, as well as ‘feeling safe or not’.ConclusionsFinal-year healthcare students can negotiate who in the team has the competence suited for a specific task. However, they must adapt their negotiations to different communities of practice being enacted at the same time. Educators need to be attentive to this and make an effort to ensure that students benefit from these intersecting communities of practice, both when they align and when they are in conflict.

Evaluating an Interprofessional Activity With the SPICE-R2

Interprofessional education is imperative for all health profession students including at the graduate level. An interprofessional activity was held for health professions graduate students including family nurse practitioner, nurse anesthesia, executive nurse leader, physical therapy, and occupational therapy. The Students’ Perceptions of Interprofessional Clinical Education Revised (SPICE-R2) instrument was used as a pre- and post-test measure for evaluation. Case studies were discussed within the framework of the social determinants of health in small group sessions via Zoom with a volunteer facilitator from one of the disciplines.

Interprofessional Education on the Neurology Clerkship for Physical Therapy and Medical Students.

Globally, neurological disorders make up the second most common cause of death and are the leading cause of years lived with disability. Because neurological patients often require multidisciplinary care and future professionals will encounter increasing demands for neurological care, it is important to emphasize education on the interaction between physical therapy (PT) and neurology. Yet there is a dearth of interprofessional education (IPE) learning activities that include neurology clerkship students and physical therapists. We created a 4-hour IPE experience that incorporated hospitalized patients with neurological disorders who were examined at the bedside by pairs of second- and third-year PT students and second- and third-year medical students, followed by a debriefing. Participants completed the Self-Efficacy for Interprofessional Experiential Learning (SEIEL) survey before and after the session. Significant pre/post improvements were seen for SEIEL total and domain scores (n = 75, p < .001). Qualitative comments were analyzed; major themes that emerged included a greater appreciation for the other discipline. Students felt the IPE activity was a great learning opportunity to understand roles and responsibilities and communicate with the other discipline. Students noted significant increases in their ability to understand and explain the importance of interprofessional communication and in their capabilities as health care professionals to work together on an interprofessional collaborative team. This clinical IPE experience can be seamlessly incorporated into the workplace for medical and PT students. IPE activities like this should be encouraged and developed to reach more students and other health care providers.

A comparison of medical and pharmacy student perspectives of a clinical interprofessional home-visit versus a virtual interprofessional workshop.

Background: No Place Like Home is a clinical interprofessional education (IPE) activity whereby pharmacy and medical students conduct home visits under the guidance and supervision of a clinical preceptor to homebound patients. Purpose: We examined pharmacy and medical student perceptions of mastery of interprofessional competencies during an in-person clinical home visit pre-COVID-19 pandemic versus a virtual IPE learning activity consisting of didactic and case discussions in response to the global COVID-19 pandemic. Methods: We administered the same modified Interprofessional Collaborative Competency Attainment Survey (ICCAS) instrument, which uses a five-point Likert scale, to both the in-person and the virtual IPE students following their learning activity. Results: We received a total of 459 completed survey responses with an overall response rate of 84%. For both groups of students, the in-person format was preferred, however, to our surprise, the results indicated that students in the virtual group reported greater perceived gain in interprofessional skills than students in the in-person group. In addition, pharmacy students perceived greater gain from the interprofessional activity and offered more thoughtful reflections about their experience. Conclusions: Even though both groups of students preferred the in-person visit, the IPE objectives were equally (for medical students) or better (for pharmacy students) absorbed in the virtual environment than the in-person clinical home visit.

Introductory Experiential Learning in IPE Teams: Changes in Team Collaboration and Cultural Attitudes and Beliefs

Background: An introductory, longitudinal, authentic experiential IPE opportunity named LIFE was delivered. The objectives were to 1) compare attitudes, including cultural attitudes and beliefs, and team behaviours of learners over time, and 2) assess association between participation in LIFE and changes in team attitudes and performance. Methods: Students (n = 48) from eight schools worked in eight teams. Each team was assigned to a patient/family, who was asked about health and healthcare experiences. Students completed Students’ Perceptions of Interprofessional Clinical Education–Revision 2 (SPICE-R2), Cultural Attitude and Belief Scale (CABS), and Interprofessional Collaborator Assessment Rubric (ICAR). Analyses focused on differences over time for all participants and by team. Findings: Knowledge of roles improved for four teams, and five teams showed improvements in “techniques” to interact with diverse patients. Notably, “communication,” “collaborative working,” and “roles” changed across three teams for ICAR. One team showed improvements in all three assessments and two teams showed little to no changes. Conclusion: LIFE was associated with improvements in “roles” and “techniques” to help teams interact with diverse patients.

Student Pharmacists’ Attitude Changes Toward Interprofessional Education Following an Introductory Interprofessional Course

Objective. Interprofessional education (IPE) has the potential to enhance collaboration among health care professionals in providing best patient care. Several IPE studies reported findings about multiple disciplines, but there is scant information focusing on IPE in student pharmacists. The objectives of this study were to, first, measure changes in student pharmacists' attitudes toward introductory interprofessional education using the survey Students Perceptions of Interprofessional Clinical Education Revised 2 (SPICE-R2) and, second, obtain a comprehensive understanding of attitude changes by integrating quantitative and qualitative results.Methods. A convergent mixed-methods design was used and involved quantitative data about the attitudes measured by the SPICE-R2 survey and qualitative open-ended questions about students' opinions. Participants completed the survey three times, namely before and after completing an online course and after participating in an in-person event.Results. Of 89 student pharmacists that participated in this study, 55 and 27 students provided complete responses for the online course and the event, respectively. Paired t tests showed significant improvements in students' attitudes after completing the online course for the three SPICE-R2 subdomains, and the qualitative data was confirmatory. After participating in the event, students' attitudes were not significantly changed. The meta-inferences were expansive in four areas, including team building, professional communication, learning from the group case study, and health care challenges.Conclusion. The online course was an effective learning activity for improving student pharmacists' attitudes toward IPE. The event was a viable learning activity to maintain or increase the students' attitudes toward interprofessional roles and teamwork. The mixed-methods findings provided "value added" with a more comprehensive understanding of attitude change.

Developing Cultural Humility Through an Interprofessional Clinical Education Experience.

An interprofessional clinical education model operating student-led, faculty-guided clinics partnered with rural Midwest American communities lacking health care access. To evaluate how an internship, guided by the Theory of Cultural Humility, during the COVID-19 pandemic supported development of cultural humility in interprofessional health profession students. Nursing, exercise science, public health, and social work participants completed an internship during early phases of the COVID-19 pandemic, despite many experiences being suspended. Quantitative evaluation using pre-/postadministration of Foronda's Cultural Humility Scale was completed across 3 periods measuring change in cultural humility. Total scores of Foronda's Cultural Humility Scale increased for all 3 periods (n = 11, n = 74, and n = 44), demonstrated by aggregate data and statistical analysis. The largest change occurred in the first period. Engaging interprofessional students in experiential learning during real-life, real-time public health events creates reflection of complex practice issues while developing cultural humility.

Comparing outcomes of an innovative interprofessional student placement model to standard placement models in rural healthcare settings

ABSTRACT This unique study investigated the educational and service delivery impacts of a team-based, innovative model of interprofessional education (IPE) namely the Rural Interprofessional Education and Supervision (RIPES) model on participating students, clinical educators, and their workplaces, in rural Australian healthcare settings. Participating professions included dietetics, occupational therapy, physiotherapy, and speech pathology. Outcomes from the RIPES model were compared with regular uni-professional placement models. A multi-site, pre-post, comparative design was used. The main data collection measures included were the Students Perceptions of Interprofessional Clinical Education – Revised scale, the Interprofessional Socialization and Valuing Scale, and time-usage data. The RIPES model resulted in significant improvement in students’ beliefs, behaviors, and attitudes that underpin interprofessional socialization and collaborative practice in healthcare settings. Importantly, students were able to benefit from the RIPES learning activities without compromising their contact time with patients. Clinical educators spent significantly more time in non-patient contact activities than the uni-professional group. This important work was undertaken in response to previous calls to address a gap in IPE models in rural areas. It involved students from multiple professions and universities, measured impacts on multiple stakeholders, and followed international best practice interprofessional education research recommendations.

Development of a project for interprofessional collaboration between medical and pharmacy students to improve medication safety in polypharmacy (PILLE).

Interprofessional collaboration is particularly relevant to patient safety in outpatient care with polypharmacy. The educational project "PILLE" is meant to give medical and pharmacy students an understanding of the roles and competencies needed for cooperation in the provision of healthcare and to enable interprofessional learning. The curriculum is aimed at pharmacy and medical students and was developed in six steps according to the Kern cycle. It is comprised of an interprofessional seminar, a joint practical training in a simulated pharmacy, and a tandem job shadowing at a primary care practice. The project was implemented in three stages due to the pandemic: The interprofessional online seminar based on the ICAP model and the digital inverted classroom was held in the 2020 winter semester; the interprofessional practical training was added in the 2021 summer semester; and the interprofessional tandem job shadowing at a primary care practice in the 2021 winter semester. Attitudes toward interprofessional learning, among other things, was measured in the evaluation using the SPICE-2D questionnaire (Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education). In the first three semesters, a total of 105 students (46 pharmacy, 59 medicine) participated in the project, of which 78 participated in the evaluation (74% response rate). The students stated, in particular, that they had learned about the competencies and roles of the other profession and desired additional and more specific preparatory materials for the course sessions. The SPICE-2D questionnaire showed high values for both groups of students already in the pre-survey and these increased further as a result of the project. Joint case-based learning could be implemented under the conditions imposed by the pandemic. Online teaching is a low-threshold means to enable interprofessional exchange.

Interprofessional Collaborative Clinical Practice in Medicine and Pharmacy: Measure of Student Perceptions Using the SPICE-R2F Instrument to Bridge Health-Care Policy and Education in France.

Background: Public health policies in France and the USA promote health professionals’ collaborative practices in accordance with World Health Organization recommendations emphasizing the need to promote interprofessional education and training. To optimize alignment of health-care policy and education, a scientific evidence-based approach is required. Methods: A French translation (SPICE-R2F) of the Student Perceptions of Interprofessional Clinical Education—Revised instrument, version 2 (SPICE-R2) was generated. SPICE-R2F was then completed by a multicentric cohort of French health students, and confirmatory factor analysis was utilized to evaluate the validity and reliability of this instrument based on response patterns. Results: Translation of SPICE-R2 was validated evaluating psychometric properties and conducting a confirmatory factor analysis (CFA). Adequate model fit was demonstrated using RMSEA (root mean square error of approximation) and CFI (comparative fit index) model fit criteria. Within each factor, however, low to moderate levels of reliability were observed between items. These observations diverge from other countries and highlight a potential French singularity. Conclusion: Our results suggest the need to improve interprofessional clinical practice education in France at early stages in the health-care curricula. The SPICE-R2F instrument may represent a valuable evidence-based tool to characterize perceptions of interprofessional education and training of health-care students and professionals in France.