ObjectiveDietitians play key roles in collaborative practice; however, little evidence exists on the effects minimal interprofessional education (IPE) experience may play in improving collaborative behaviors amongst dietetics interns.Use of Theory or ResearchIPE involves healthcare students from multiple disciplines learning together as part of professional training. The goal of IPE is to nurture collaborative behaviors amongst healthcare professionals once they enter the workforce.Target AudienceDietetic interns.Course/Curriculum DescriptionInterns attended 2, half-day clinical rotations at an IPE-focused geriatric general practice clinic, on separate weeks, as part of their internships. A 10-minute PowerPoint presentation on clinic expectations was viewed prior to the first week of rotations. Trained preceptors directly observed interns’ interactions with patients and other health professions, with debriefing/coaching provided after every rotation.Evaluation MethodsCollaborative behaviors for all interns (n = 42) were assessed by 1 trained preceptor using the Individual Teamwork Observation and Feedback Tool (iTOFT), a validated tool used to measure 11 interprofessional collaborative behaviors. Behaviors were scored as 0=not applicable to this activity, 1=beginner, 2=meets expectations, and 3=exemplary. Differences in score between weekly iTOFT collaborative behaviors were analyzed using Wilcoxon signed rank tests for related samples, while differences between weekly mean iTOFT scores were analyzed using paired-samples t-tests.ResultsInterns improved in all 11 iTOFT collaborative behaviors from Week 1 to Week 2 (P < 0.01 for all behaviors, respectively). Mean iTOFT scores improved from Week 1 to Week 2 (20.60 vs 25.43, P < 0.001).ConclusionDietetic interns improved significantly in collaborative behaviors, with little previous IPE experience. These findings highlight the positive effects minimal experience in IPE settings may have on improving collaborative behaviors. Dietitians play key roles in collaborative practice; however, little evidence exists on the effects minimal interprofessional education (IPE) experience may play in improving collaborative behaviors amongst dietetics interns. IPE involves healthcare students from multiple disciplines learning together as part of professional training. The goal of IPE is to nurture collaborative behaviors amongst healthcare professionals once they enter the workforce. Dietetic interns. Interns attended 2, half-day clinical rotations at an IPE-focused geriatric general practice clinic, on separate weeks, as part of their internships. A 10-minute PowerPoint presentation on clinic expectations was viewed prior to the first week of rotations. Trained preceptors directly observed interns’ interactions with patients and other health professions, with debriefing/coaching provided after every rotation. Collaborative behaviors for all interns (n = 42) were assessed by 1 trained preceptor using the Individual Teamwork Observation and Feedback Tool (iTOFT), a validated tool used to measure 11 interprofessional collaborative behaviors. Behaviors were scored as 0=not applicable to this activity, 1=beginner, 2=meets expectations, and 3=exemplary. Differences in score between weekly iTOFT collaborative behaviors were analyzed using Wilcoxon signed rank tests for related samples, while differences between weekly mean iTOFT scores were analyzed using paired-samples t-tests. Interns improved in all 11 iTOFT collaborative behaviors from Week 1 to Week 2 (P < 0.01 for all behaviors, respectively). Mean iTOFT scores improved from Week 1 to Week 2 (20.60 vs 25.43, P < 0.001). Dietetic interns improved significantly in collaborative behaviors, with little previous IPE experience. These findings highlight the positive effects minimal experience in IPE settings may have on improving collaborative behaviors.