The health care industry increasingly recognizes interprofessional collaboration (IPC) as the key to optimizing delivery of care, and interprofessional education (IPE) has been the foundational method for building IPC. When IPC is examined, leadership skills of the practitioners are often seen as a positive force for optimizing team performance. This project aimed to deliver an education session sharing interprofessional leadership (IPL) competencies and the effect they may have on attitudes toward IPC. A pilot was designed for a single site, a student run clinic in a large city in the Southwest United States, which serves as a learning laboratory to help future health practitioners grow IPC skills through effective and innovative IPE. A search of the available evidence supporting this project revealed that educational activities delivered to practitioners can build the leadership skills seen in effective IPC.
During the Fall 2017 semester, the education sessions were delivered to student practitioners at the clinic during their semester-long rotation. The University of the West of England Interprofessional Questionnaire, designed to measure self-assessment of attitudes toward collaborative learning and collaborative working, was deployed at the beginning and end of a semester-long rotation to all students working at the clinic to look for changes. A low sample size limited results to assessment of clinical significance, but showed some changes that could be significant if the project continues. Clinically significant changes show an increase in students’ rating of their own skills and preferences toward interprofessional practice. In keeping with the learning laboratory model at the clinic, these outcomes support continued delivery and examination of the education model with subsequent clinic rotations to strengthen the conclusions being drawn from the results.