Interprofessional Attitudes Scale Research Articles

Cohort assessment of medical and pharmacy student interprofessional attitudes at an academic medical centre from baseline to programme completion

Background: Interprofessional interactions between pharmacy and medical students have been emphasised by accreditation standards. This study aimed to document medical and pharmacy student cohorts’ baseline and longitudinal interprofessional attitudes across four years of pre-licensure education. Methods: Student cohorts shared two structured interprofessional learning experiences within the first two years, then unstructured/variable learning experiences during the final two years. The 27-item Interprofessional Attitudes Scale comprising five subscales was administered upon programme entry, then towards the end of each programme year. Results: Baseline response rates were 73.5% and 90% for 136 medicine and 57 pharmacy students, respectively; pharmacy student responses were significantly higher for teamwork, roles, and responsibilities and significantly lower for interprofessional biases subscales. Longitudinal medical and pharmacy student responses only showed a significant increase in interprofessional biases, while medical student responses showed significant decreases in teamwork, roles, responsibilities, and community-centredness. Conclusion: Compared to pharmacy students, baseline responses from medical students confirm significantly lower scores for teamwork, roles, and responsibilities on programme entry, which may further decrease by the end of the first pre-clinical year. Though significant subscale changes mirrored the completion of structured pre-clinical interprofessional curricula and/or clinical education for both student cohorts, further research is needed secondary to study limitations.

Interprofessional communication skills training to improve medical students’ and nursing trainees’ error communication - quasi-experimental pilot study

BackgroundInterprofessional communication is of extraordinary importance for patient safety. To improve interprofessional communication, joint training of the different healthcare professions is required in order to achieve the goal of effective teamwork and interprofessional care. The aim of this pilot study was to develop and evaluate a joint training concept for nursing trainees and medical students in Germany to improve medication error communication.MethodsWe used a mixed-methods, quasi-experimental study with a pre-post design and two study arms. This study compares medical students (3rd year) and nursing trainees (2nd year) who received an interprofessional communication skills training with simulation persons (intervention group, IG) with a control group (CG). Both cohorts completed identical pre- and post-training surveys using the German Interprofessional Attitudes Scale (G-IPAS) and a self-developed interprofessional error communication scale. Descriptive statistics, Mann-Whitney-U-test and Wilcoxon-test were performed to explore changes in interprofessional error communication.ResultsA total of 154 were medical students, and 67 were nursing trainees (IG: 66 medical students, 28 nursing trainees / CG: 88 medical students, 39 nursing trainees). After training, there were significant improvements observed in the “interprofessional error communication” scale (p < .001) and the “teamwork, roles, and responsibilities” subscale (p = .012). Median scores of the subscale “patient-centeredness” were similar in both groups and remained unchanged after training (median = 4.0 in IG and CG).ConclusionsFuture studies are needed to find out whether the training sustainably improves interprofessional teamwork regarding error communication in acute care.

Perceptions of the Scope of Practice of Audiology.

The primary purpose of this study was to determine which scope of practice roles and responsibilities are attributed to the profession of audiology (AUD) relative to other health care disciplines by a group of health and human services faculty and students. An online survey inquiring about participant knowledge of different health professions' scopes of practice, and experience with and attitude toward the profession of AUD, was sent to faculty and students in the Western Michigan University College of Health and Human Services. Students also completed two subscales of the Interprofessional Attitudes Scale. Descriptive statistics and chi-square and Kruskal-Wallis analyses evaluating response differences between groups are presented. Thirty-six faculty and 118 students (48 graduate and 70 undergraduate) completed the survey. AUD was the profession most often associated with all hearing-related scope of practice activities. Speech-language pathology was often associated with hearing-related scope of practice activities. Audiologists were less commonly associated with vestibular, balance, and mobility scope of practice activities. Group was significant for four scope of practice activities. About half of respondents indicated they knew nothing or a little about AUD, and a majority had no or rare interactions with audiologists in class or clinic. Only about half of participants responded they were likely or very likely to refer patients to an audiologist. Increased knowledge of the scope of practice and exposure to the profession of AUD may benefit other health care professionals and patients, possibly leading to increased interprofessional practice and an increased number of appropriate referrals.

Interprofessional education activity to improve communication with older adults

ABSTRACT Given the increasing older adult population, students in the health professions need to be trained to work in interprofessional teams to effectively interact with and manage communication difficulties in this population. Through an interprofessional education case study activity focused on communication with a complex older adult patient, 92 students from Communication Sciences and Disorders and Nursing learned about interprofessional collaboration, age-related hearing loss, and communication strategies. Participants completed a knowledge assessment quiz, the Interprofessional Attitudes Scale (IPAS), and a post-activity evaluation survey. Pre- and post-activity results revealed a significant improvement in participants’ knowledge of age-related hearing loss and its effects on communication, and significant improvements related to attitudes toward interprofessional education and shared learning on the IPAS. The findings of this experience indicate that the activity was effective in educating students about age-related hearing loss and communicating with older adults. The activity was valuable and had a positive impact on students’ attitudes toward collaboration.

Development and implementation of interprofessional education activity among health professions students in Jordan: A pilot investigation

ABSTRACT Implementing interprofessional education (IPE) in health professions curricula requires considerations of students’ attitudes and readiness. Interventional studies that assess students’ perceptions about IPE are needed. As IPE is an emerging concept in Jordan, our study aimed at exploring the attitudes of health profession students about IPE and collaborative practice before and after implementing an IPE activity. Students completed the validated Interprofessional Attitudes Scale (IPAS) before and after completing a 3-hour interprofessional activity. Students’ attitudes toward IPE were compared using the subscales and total IPAS scores. A total of 41 health profession students attending the professional health programs of Doctor of Pharmacy, Medicine, Nursing, Nutrition, or Pharmacy completed IPAS before and after conducting the interprofessional activity. Students reported positive attitudes toward IPE prior to the activity. Significant increases were observed in IPAS scores from pre- (median [interquartile range: IQR] score = 4.19 [0.61]) to post-activity (median [IQR] = 4.48 [0.65]), and in its subscales (teamwork, roles and responsibilities, diversity and ethics, and community-centeredness). Students’ experience with the IPE activity was positive and optimistic. The findings revealed for the first time the perception and readiness of health profession students toward IPE and collaborative practice in Jordan. This readiness can help draw a path for strategic integration of IPE in health profession curricula.

Pilot Project Exploring Low-tech Collaborative Board Gaming on Student Attitudes Toward Interprofessional Education

Objectives: The intent of this project was to explore the impact of a small, collaborative gaming experience among undergraduate students on student attitudes and beliefs about Interprofessional Education (IPE). Methods: Health sciences librarians at two state universities used a low-tech, collaborative board game to facilitate small, in-person group gaming. The authors used an adapted version of the Interprofessional Attitudes Scale (IPAS), a validated instrument that measures the four domains of the 2011 IPEC Core Competencies for Interprofessional Collaborative Practice, as a pre/post assessment of the impact of the gaming experience. Results: While anecdotal evidence indicated that playing a collaborative board game had an impact on the participating students, there was no statistically based evidence that collaborative board games increases positive or negative attitudes about IPE and interprofessional collaborative practice. Conclusions: More student participation is required for statistical significance, recruiting students and ensuring that students have enough time to complete the game play is key to future possible success.

Utilizing an interprofessional book club focused on aging and dying to enhance IPE opportunities for allied health students

An interprofessional education book club focused on aging issues was developed for students, faculty, and staff at a public university. The book club was an effort to offer a non-threatening, low-risk activity to assist members in developing skills for working on an interprofessional team. Book clubs offer a format that encourages members from various disciplines to learn about, from, and with each other through discussion in a group setting. A modified Interprofessional Attitudes Scale (IPAS) was used to measure the impact that the book club had on members' attitudes on interprofessional education. Results from two semesters of book clubs showed significant increase in the club members’ perceptions on the importance of shared learning . Information on the planning, implementation, and evaluation of the book club is discussed. The book club utilized fiction books easily obtained through a local book store and the IPAS, available to use with permissions from the creators. Book club questions for discussion were created by the authors and reflected the skills that the students would need in their future allied health professions .

Come Roll with Me: Integrating Disability Awareness and Interprofessional Learning into a Medical Musculoskeletal Course

One in four Americans are affected by a disability making people with disabilities (PWD) the largest minority group in the United States. PWD experience a variety of social, economic and structural barriers that limit access to medical care and create significant health care disparities. While PWD visit health care providers at a higher frequency than those without disabilities, half of U.S. medical schools lack a disability awareness program, and 58% of medical school deans reported that a curriculum for patients with disabilities was not a high priority. These factors have led to a sense of unpreparedness amongst medical students in providing care for this population. In order to address these deficiencies, a new educational activity, Come Roll with Me (CRWM), was integrated into the Musculoskeletal &amp; Skin course within a Southeastern allopathic medical school in 2021. Authors hypothesized that CRWM would increase disability awareness amongst medical students and enhance attitudes towards interprofessional practice. Come Roll with Me paired PWD, specifically power and manual wheelchair users, with small groups of second‐year medical and Doctor of Physical Therapy (DPT) students for a two‐hour session. Groups rotated through four stations including (1) a self‐propelled wheelchair course within the students’ educational building, (2) a discussion about accessible parking and transportation at the wheelchair users’ vehicles, (3) a skill‐development session on transfers taught by DPT students, and (4) an open dialog regarding barriers to healthcare experienced by PWD. Come Roll with Me was assessed via course evaluations and student reflection essays. Additionally, students were invited to complete the Interprofessional Attitudes Scale (IPAS) before and after the course. The study was approved by the UAB Institutional Review Board. CRWM was the highest rated instructional session in the Musculoskeletal and Skin course with a mean Likert‐scale score of 4.59/5.0 (N=109). Thematic analysis of reflection essays revealed newfound awareness of difficulties navigating a building in a wheelchair and lack of accessibility in doors, bathrooms, etc. Students expressed increased comfort in engaging with PWD and a desire for advocacy on their part. Medical students’ attitudes towards interprofessional collaborative practice improved with significant increases in the mean Teamwork, Roles, Responsibilities (39.3 vs. 42.0) and Interprofessional Biases (8.5 vs. 8.9) IPAS subscales (p&lt;0.01). Come Roll with Me represents a novel interprofessional and patient‐centered method of embedding disability awareness and health care disparities within the preclinical medical curriculum. Integration of the basic sciences with patient encounters and social aspects of medicine are essential in the training of physicians who are competent to care for a diverse patient population.

Interprofessional Research Project Participation During Clinical Training: Understanding Student Experiences

<h3>Research Objectives</h3> To understand the experiences of persons who participated in interprofessional research projects during clinical training. <h3>Design</h3> This qualitative descriptive study utilized a single 60 to 90-minute semi-structured interview. <h3>Setting</h3> The study took place in a virtual environment, using video conferencing software. <h3>Participants</h3> To be included, participants had to be graduates from a health professional program in the United States in the last 5 years, be currently engaged in clinical practice or clinical research, have spent at least 3 months as a research assistant for an interprofessional research project involving at least one student from another discipline, and speak English. Eight people participated in the study. Five participants were speech-language pathologists, and the other three were occupational therapists. Current practice areas included hospital-based practice, outpatient services, and school-based services. <h3>Interventions</h3> N/A. <h3>Main Outcome Measures</h3> A semi-structured interview guide created by the research team, informed by the literature around interprofessional education experiences, was used for data collection. Photo elicitation was also used during the interview by asking participants to bring in images that described their research experience. Participants completed the Interprofessional Attitudes Scale (IPAS) and eight demographic questions before the interview. <h3>Results</h3> Initial analysis from the qualitative interviews demonstrates that participants utilize skills gained during their interprofessional research experience in ways that directly impact their current professional practice. These skills currently utilized include: 1) learning about professional roles, 2) teaching others outside their discipline, and 3) developing personal confidence. Participants also emphasized the importance of interprofessional experiences as mind-opening experiences and integral to healthcare professions. <h3>Conclusions</h3> Students having a prolonged experience working with another discipline as part of clinical training in the form of a research project promoted personal and professional growth. These initial findings illustrate the possibility for mentored interprofessional research to act as a valuable interprofessional education opportunity. <h3>Author(s) Disclosures</h3> Both Dr. Donoso Brown and Dr. Wallace work for the institution providing the funding for this project. Dr. Wallace is co-chair of the University IPE committee. Ms. McHugh was paid on the grant for this project.

How we implemented Continuous Interprofessional Education at a newly established public hospital in Singapore

Introduction To promote interprofessional collaboration (IPC), our newly established hospital implemented the Continuing Interprofessional Education (CIPE) initiatives, which included a half-day workshop and 15 sessions of Grand Rounds, with the content focusing on establishing interprofessional patient-centered care pathways, policies, and ultimately to build a community of IPC. Methods To evaluate the impact of the CIPE initiatives, 120 staff who attended at least 50% of the CIPE sessions were invited to complete the Interprofessional Attitudes Scale (IPAS). Results 67.5% of the invited participants completed the survey. The majority of the participants answered “agree” or “strongly agree” for the domains of Teamwork/Roles/Responsibilities, Patient-centeredness, Diversity and Ethics, and Community Centeredness after going through the CIPE initiatives. The Interprofessional Bias domain revealed mixed responses. Discussions and Implications of practice The significant contributing factors towards the success of the CIPE Grand Rounds included: (1) the topics were proposed by our staff and centered on clinical practice; (2) the delivery format was interactive, guided by adult learning principles. The mixed responses regarding the presence of biases among the participants suggested that interprofessional biases are deep-rooted in the healthcare setting, and attendance of these CIPE Grand Rounds made participants more acutely aware of these biases. However, more actions are needed to eradicate these biases.

Results of a Team Objective Structured Clinical Examination (OSCE) in a Patient with Pain.

As rates of chronic pain and opioid use disorder continue to rise, improved pain education is essential. Using an interprofessional team objective structured clinical examination (OSCE) simulation, this study evaluates whether prior exposure to a case-based learning module improves students' assessment and treatment planning of a standardized patient prescribed chronic opioids presenting with acute pain. A quasi-experimental mixed method approach using convenience sampling was employed to evaluate student performance and the impact of the educational intervention. Fourteen (intervention) and 16 (control) nurse practitioner, physician assistant, medical, pharmacy, and dental students in the final pre-licensure program years completed the team OSCE. Demographics, OSCE learning scores, Interprofessional Attitudes Scale scores, and pain management plans did not differ between groups. All students evaluated the activity highly. Qualitative analysis did not demonstrate differences between groups, but did identify similar themes: students missed opportunities to establish patient-provider rapport and educate across disciplines; opioid use disorder was assumed with chronic opioid therapy; team discussions improved treatment plans; moderators variably influenced team discussion. This novel approach to interprofessional training in pain management using a team OSCE is promising, with modifications suggested. A case-based learning module without structured education prior to the OSCE did not improve students' assessment and pain management skills compared to a control group. Nonetheless, important themes emerged including biases towards the standardized patient. Additional research is needed to develop effective curricular initiatives to foster and improve interprofessional collaboration in assessing and managing a standardized patient with acute and chronic pain.

Interprofessional education program for medical and nursing students: interprofessional versus uniprofessional.

PurposeThis study determined the effects of interprofessional education (IPE) on self-efficacy and attitude by comparing an interprofessional (IP) group of medical students (MSs) and nursing students (NSs) and a uniprofessional (UP) group of MSs.MethodsAn experimental IP group consisting of 49 MSs and 62 NSs was selected, alongside a UP control group of 48 other MSs. The groups participated in a class titled “Team Communication and Interprofessional Collaboration.” A sub-analysis of the two groups’ professions was also conducted. The groups participated in the same lesson separately, with a week’s interval. The Interprofessional Attitudes Scale (IPAS) and the Self-Efficacy Perception for Interprofessional Experiential Learning (SEIEL) scale were used before and after the class to compare changes in reports of self-efficacy and attitudes in both groups. Students’ responses to learning experiences and satisfaction were also evaluated.ResultsIPAS and SEIEL values increased after the class for MSs in both groups; there were no differences between the groups. IPAS and SEIEL values increased after the class in MSs and NSs in the IP group, and the effect size for IPAS was larger for IP-group NSs than for IP-group MSs. Satisfaction scores exceeded 3.70 in both groups.ConclusionThe UP group showed similar IPE effects as the IP group, as measured by SEIEL and IPAS, in a single IPE program that used role-play and case-based discussion. However, it would be desirable for the UP group to interact with other professions to improve understanding and experience.

Strategies for Health: a game-based, interprofessional approach to teaching social determinants of health: a randomized controlled pilot study

ABSTRACT Knowledge of social determinants of health (SDH) can help students reduce health disparities and advance health equity and quality of life. This pilot study aimed to assess the effectiveness of Strategies for Health, an interprofessional game, in improving student knowledge regarding SDH as well as attitudes toward interprofessional collaboration when compared to or combined with didactic coursework. A mixed methods approach was utilized. Participants (N = 42) were divided into one of four groups: Control (A), gameplay (B), didactic module (C), and a combined didactic module followed by gameplay (D). Data was collected using a knowledge base test of SDH, the Interprofessional Attitudes Scale (IPAS), and qualitative feedback during gameplay and debriefing. SDH results indicated no significant differences within groups, but a combined pre-post indicated a significant improvement among Group D (p = .04). IPAS results indicated a statistically significant improvement in interprofessional attitudes of teamwork, roles, and responsibilities among Groups B and D. A combination of didactic learning and gameplay was the most effective approach to improving and maintaining SDH knowledge and attitudes toward IPE over time. These findings inform the need for interprofessional curricula that aim to improve health outcomes and advance health equity.

To IPAS or not to IPAS? Examining the construct validity of the Interprofessional Attitudes Scale in Hong Kong

ABSTRACT Students’ attitudes toward interprofessional teamwork can be linked to successful interprofessional education. This points to the importance of identifying a scale that may be useful in keeping track of the change in students’ attitudes over time. In response to this, using a combination of within- and between-network approaches to construct validity, we examined the psychometric acceptability of the Interprofessional Attitude Scale (IPAS) involving 274 Chinese healthcare and social care pre-licensure students in Hong Kong. Overall results indicated that IPAS had good internal consistency. Results of the confirmatory factor analysis provided support to the overall five-factor solution although one negatively worded item obtained non-significant factor loading. Results of the between-network analysis suggest that various subscales of IPAS correlated systematically with other theoretically relevant variables: teamwork attitudes, communication, and team effectiveness. The IPAS is a valid measure to examine predominantly Chinese healthcare and social care students’ interprofessional attitudes in online interprofessional education.

Assessing the assessment: a comparison of the IPASS and ICCAS to measure change in interprofessional competencies following a large-scale interprofessional forum

ABSTRACT Measuring the effectiveness of interprofessional education (IPE) experiences is essential but challenging. Surveying learners before (pretest) and after (posttest) an IPE experience may result in minimal change due to response shift bias. Retrospective pretest/posttest assessment may ameliorate response shift bias but may also result in inflated change scores due to social desirability bias. We studied a cohort of 675 students from 12 health professions who completed the Interprofessional Attitudes Scale (IPAS) within the 4 weeks before (pretest) and the 3 weeks after (posttest) an IPE forum and completed the Interprofessional Collaborative Competency Attainment Survey (ICCAS) within the 3 weeks after the forum as a retrospective pretest/posttest. We found higher scores on the pretest IPAS than the retrospective pretest ICCAS and greater change in scores on the ICCAS than the IPAS, indicating potential response shift and social desirability biases. Furthermore, we found few significant correlations between change scores in subscales of the two tests, but a high number of strong and significant correlation among the ICCAS subscale change scores. Our results indicate the timing of pretest administration may impact change scores or that subscales of IPAS may be more unique than those of ICCAS. These findings suggest that educators should consider the potential impact of response shift and social desirability biases when interpreting results of the IPAS and ICCAS in response to an IPE learning experience.

Adapting to Health Change: Aging Bias, Sensitivity, and Interprofessionalism in an Aging Sensitivity Training

Adapting to Health Change, a 2-hour aging sensitivity simulation to increase student sensitivity to age-related changes, was delivered to 148 health professions students in March 2020. Five small group stations (hearing loss, neuropathy and dexterity, vision loss and medication management, language and cognitive impairment, and mobility and balance) were facilitated by older adult volunteers and interdisciplinary faculty. Students completed (pre-post) Aging IQ Quiz, Aging Attitudes Assessment, Inter-professional Attitudes Scale (IPAS) Teamwork, Roles, and Responsibilities and Interprofessional Biases subscales, and an overall satisfaction rating. There was a statistically significant but small change in perceived knowledge of aging (mean Aging IQ score changed -0.025 points, p = 0.03). We also found a post-training increase in negative bias (mean Aging Attitudes Assessment score changed +2.68 points, p = 0.0001). While there was no change in attitudes about interprofessional education, this wasattributed to high baseline scores, suggesting students already valued interprofessional interactions. Multiple high satisfaction scores were encouraging. Ninety-four percent agreed that the simulation increased their understanding of age-related changes, while 97% indicated facilitators provided useful insights into the experiences of aging. A high majority (89%) felt they would be better health care providers for older patients than they would have been without the experience. This exercise to increase student empathy about age-related disabilities was well received, but did not achieve the usual intended aims. Simulation content should “re-aim” beyond empathy to teach new knowledge, highlight positive aspects of aging and professional care provision, and reinforce interprofessional roles toward wellness for older adults.

Social Work Students’ Attitudes and Skills Self-Efficacy Toward Collaborative Practice Improve After Interprofessional Opioid Use Disorder Case Discussion

Few studies have examined social work student outcomes after engagement in interprofessional (IP) learning experiences. We examined self-reported attitudes and skills self-efficacy among social work students before and after their engagement in IP Forums. The data comes from social work students who participated in 2016-2018 Fall IP Forums focusing on opioid use disorder. Using the Interprofessional Attitudes Scale (IPAS) and the Interprofessional Collaborative Competency Attainment Scale, revised (ICCAS), we assessed students’ self-reported attitudes (IPAS) and skills self-efficacy (ICCAS) before and after the Fall IP Forums. Paired t-tests identified significant changes in IPAS and ICCAS scores. Students reported increases in their IP attitudes and skills self-efficacy following participation in the IP Forum as measured by pre-IPAS score (n=236, M=4.56, SD=0.29) to post-IPAS score (M=4.68, SD=0.27; t(156)=-5.31, p&lt;.001). Post-ICCAS score also increased (n=48, M=4.26, SD=0.69; t(33)= -5.75, p&lt;.001) from the pre-ICCAS score (M=3.55, SD=0.92). The 2015 Council on Social Work Education Accreditation Standards require that social work students learn how to value and engage in interprofessional teams. Given the self-reported increases in IP attitudes and skills self-efficacy seen in this study, IP Forum participation will help foster greater engagement and contribution to overall IP experiences for social work students.

A case of validity evidence for the Interprofessional Attitudes Scale

ABSTRACT Numerous measures have been developed for the assessment of interprofessional attitudes, including the Interprofessional Attitudes Scale (IPAS). The purpose of this study was to assess, and contribute to, the validity evidence for the IPAS. The IPAS was used in a three-year longitudinal study to collect data from first year health professionals. Three forms of assessment were conducted to accrue validity evidence for the IPAS: Exploratory Factor Analysis, Item Analysis, and analysis using Item Response Theory. Data was collected from 337 participants over three years. Separately, and cumulatively, the Exploratory Factor Analysis, Item Analysis and analysis using Item Response Theory identified issues with the content, response process, internal structure, and consequential validity of the IPAS. The outcomes of the present study call into question the use of the IPAS, and other measures, for the assessment of interprofessional attitudes. The present study contributes several pieces of evidence to the validity of the IPAS and the reevaluation of the use of attitude assessment in interprofessional education.

A Validity Study of the Korean Version of the Interprofessional Attitudes Scale

Concern for patient safety underlies the need for interprofessional education (IPE). One way to measure the effectiveness of IPE is by measuring attitude change toward other healthcare professionals; however, there are currently no valid Korean tools to measure such a change in attitudes. Therefore, this study aims to develop and test a Korean version of the Interprofessional Attitudes Scale (IPAS). The original IPAS was translated into Korean according to the World Health Organization’s guidelines after obtaining permission from the article’s corresponding author. A total of 414 questionnaires were collected from third- and fourth-year medical and nursing students at four Korean institutions in December 2018. To analyze the validity of the Korean IPAS, exploratory and confirmatory factor analyses were conducted. Cronbach’s α was used to evaluate reliability. Results from the exploratory factor analysis identified four functions: teamwork, community-centeredness, patient-centeredness, and respect for diversity. Significant cross-correlations were found among the four functions (r=0.438–0.631, p

An interprofessional education workshop focusing on pain management and prescription opioid abuse

Abstract Interprofessional education (IPE) provides an opportunity to explore health professionals' contributions to pain management and to develop students' competencies in interprofessional (IP) collaborative practice. The purpose of this IPE workshop was to measure students' knowledge gains and changes in perceptions of core competencies for IP collaborative practice. The objectives for the workshop were that students would be able to: 1) Identify roles of healthcare team members in pain management, 2) Describe means of effective communication with the pain management healthcare team members, 3) Describe two pharmacological and two non-pharmacological interventions for pain management to decrease the use of opioids and 4) Reflect on the core competencies for IP collaborative practice. This IPE workshop on pain management and opioid abuse included a keynote speaker, an interprofessional panel and a patient case study. This format provided a comprehensive learning experience in a reasonable amount of time and was logistically feasible for health care professional students at one university.Demographic questions and the Interprofessional Attitudes Scale (IPAS) post-workshop surveys. The IPAS was modified to decrease response bias by removing the five subscale headings and reordering the questions. The post-survey also had three questions to measure achievement of workshop objectives. Scores for the core competencies of Teamwork, Roles and Responsibilities and Community- Centeredness demonstrated statistically significant increases. Post-survey analysis revealed a statistically significant difference by gender (females higher than males) on Teamwork, Roles and Responsibilities. Following the workshop students and faculty participants were emailed an online evaluation. The participants were asked to rate the effectiveness of the workshop: 1) components (keynote speaker, panel discussion and case study), 2) in helping participants to develop competence in IPE, and 3) as a learning experience. The effectiveness of the workshop in all three of these areas was rated as good to excellent by a majority of respondents. This IPE workshop format was effective and could be replicated to develop healthcare professional students’ knowledge of interprofessional pain management and to develop the core competencies of collaborative practice.