Tools Ipe, Interprofesional Education, Questionnaire

A Report by the Canadian Interprofessional
Health Collaborative (CIHC)

August 2012

An Inventory of Quantitative Tools
Measuring Interprofessional
Education and Collaborative
Practice Outcomes

Inventory of Quantitative Tools Measuring Interprofessional Education and Collaborative Practice Outcomes 1

TABLE OF CONTENTS

Acknowledgements .............................................................................................................2
Introduction ...........................................................................................................................3
Methods .................................................................................................................................3
Results .....................................................................................................................................7
Table 1: Quantitative Tools ...................................................................................................9
References ...........................................................................................................................56


ACKNOWLEDGEMENTS

This report was compiled and written by the Canadian Interprofessional Health Collaborative (CIHC)
Research & Evaluation Committees Quantitative Tools Working Group (members listed alphabetically):

Nancy Arthur, University of Calgary
Siegrid Deutschlander, Alberta Health Services
Rebecca Law, Memorial University
Jana Lait, Alberta Health Services
Patti McCarthy, Memorial University
Luljeta (Luli) Pallaveshi, University of Western Ontario and Lawson Research Health Institute
Robin Roots, University of British Columbia
Esther Suter, Alberta Health Services
Lynda Weaver, Bruyre Continuing Care, Ottawa

The Quantitative Tools Working Group acknowledges Daniel Hooker (University of British Columbia) for
contributing his time and expertise to the literature search, Sarah Flynn (University of Calgary) for her
research assistance, and Judy Burgess (University of Victoria) for her contributions.

INTRODUCTION
Interprofessional education and collaborative practice have emerged as learning and clinical practice
initiatives to promote optimal patient care. Interprofessional education refers to occasions when
members [or students] of two or more professions learn with, from and about one another to improve
collaboration and the quality of care (Centre for the Advancement of Interprofessional Education
2002). Collaborative practice is an interprofessional process of communication and decision making that
enables the separate and shared knowledge and skills of health care providers to synergistically
influence the patient care provided (Way et al 2000). Evaluation is a critical component of such
initiatives; however, finding the right tools to measure outcomes can be challenging.

This report provides an inventory of quantitative tools measuring outcomes of interprofessional
education or collaborative practice, and describes the development of this inventory. This project was
completed by a working group of the Research and Evaluation Subcommittee of the Canadian
Interprofessional Health Collaborative (CIHC). In 2005, the CIHC was formed to promote collaboration in
health and education across Canada. The mandate of the CIHC Research and Evaluation Subcommittee
is to strengthen and mobilize research and evaluation capacity in interprofessional education and
collaborative practice in Canada.

This comprehensive inventory of quantitative tools measuring outcomes of interprofessional education
and collaborative practice is designed to assist researchers and evaluators in determining which of the
many published tools to use in various contexts. This inventory is more recent and/or comprehensive
than other quantitative tool inventories on the same topic (Canadian Interprofessional Health
Collaborative 2009, Carpenter & Dickinson 2008, Heinemann & Zeiss 2002).
METHODS
Inventory focus

The tools in this inventory measure at least one outcome that relates specifically to interprofessional
education or collaborative practice. These outcomes are modeled on the work of Carpenter and
Dickinson (2008) who catalogued 18 tools of interprofessional education sorted according to Barrs
(2005) six-level framework of educational outcomes (which was based on the Kirkpatrick [1967] four-
level typology). To maintain a consistent approach, we used the Barr (2005) framework to organize the
tools in this review, with modifications. We excluded learners reactions because we were not
interested in participants satisfaction with particular learning events, and we replaced benefits to
patients with patient satisfaction to be more precise in identifying what the tools captured. We
added provider satisfaction to capture providers perspectives towards their experiences of working
together. For both patient and providers, satisfaction had to be directly related to interprofessional
education or collaborative aspects of care delivery, rather than satisfaction in general. The six outcomes
are shown in Box 1.

Box 1: Interprofessional Education and Collaborative Practice Outcomes
1. Attitudes about other disciplines or about working with other professions;
2. Knowledge, skills, abilities around interprofessional education and collaborative practice;
3. Behaviour: Individuals transfer of interprofessional learning to their practices;
4. Organizational level: Interprofessional collaboration at the level of the organization such as
organizational culture and organizational readiness;
5. Patient satisfaction: Referring only to the aspects of patients satisfaction involving interprofessional
collaboration;
6. Provider satisfaction: Referring only to the aspects providers satisfaction involving teamwork
processes or work environment involving interprofessional collaboration.

Literature Search

A systematic search of the published literature was conducted with the assistance of a librarian. The
search strategy was designed to capture academic articles related to quantitative measurement of
interprofessional education and collaboration. Key concepts were searched using MeSH (Medical
Subject Headings) and key words. The search terms used in each database are shown in Box 2. Initially,
databases were searched for articles in English from January 2000 to October 2009. A second search was
conducted in May 2010 to retrieve newer publications and to include the terms validity and
psychometrics from January 2000 onward. Although a search of the grey literature was not conducted
due to resource constraints, reports of projects from the Interprofessional Education for Collaborative
Patient-Centred Care (IECPCP) initiative, funded by Health Canada from 2003 to 2007, were reviewed for
relevant tools. The tools from the IECPCP reports were included in this inventory if they provided
additional psychometrics on previously published tools or if the tools were not previously published.
1

Two hand searches were also conducted. The first search consisted of reviewing references of retrieved
articles if the article contained references about earlier use(s) of a tool or further methodological
details. The second search involved reviewing journals identified by the team as relevant for research on
interprofessional education and collaborative practice. These journals, reviewed from 2000 to 2010,
were Journal of Interprofessional Care, Journal of Advanced Nursing, Gerontology & Geriatrics
Education, and Medical Education.

Box 2: Databases and Search Terms
CINAHL
MW ( inter-profession* or interprofession* or inter-disciplin* or interdisciplin* or inter-occupation* or
interoccupation* or inter-institution* or inter institution or inter-department* or interdepartment* or inter-
organization* or interorganization* or inter-organisation* or interorganisation* or multi-profession* or
multiprofession* or multi-disciplin* or multidisciplin* or multi-occupation* or multioccupation* or multi-
institution* or multiinstitution* or multi-organisation* or multiorganisation* or multi-organization* or
multiorganization* ) and MW ( education or practice ) and MW ( instrument* or questionnaire* or survey or
scale or scales ) and MW ( care team or care teams ) and (collaborat*)
Medline 2009
MW ( patient care team* or interdisciplin* or inter-disciplin* or multi-disciplin* or multidisciplin* or trans-
disciplin* or transdisciplin* or interprofession* or inter-profession* or multi-profession* or multiprofession* or

1
For a comprehensive list of all the measurement tools used in the IECPCP projects, see CIHC (2009). Report available at
cihc.ca/ files/CIHC_EvalMethods_Final.pdf.

trans-profession* or transprofession* or inter-occupation* or interoccupation* or multi-occupation* or
multioccupation* or trans-occupation* or transoccupation* or cross-occupation* or crossoccupation* or cross-
disciplin* or crossdisciplin* or cross-profession* or crossprofession* ) and MW ( care team or care teams ) and
collaborat* and MW ( questionnaire* or instrument* or scale* ) and MW ( education* or practice* )
Medline 2010
MW (cross*disciplin* or cross-disciplin* or cross*occupation* or cross-occupation* or cross*profession* or
cross-profession*or inter*disciplin* or inter-disciplin*or inter*occupation* or inter-occupation*or
inter*profession* or inter-profession* or multi*occupation* or multi-occupation* or multi*disciplin* or multi-
disciplin* or multi*profession* or multi-profession*or trans*disciplin* or trans-disciplin*or trans*occupation*
or trans-occupation*or trans*profession* or trans-profession* ) and (education* or learning* or practice * or
care or instruction*) and (collaborat* or ipe or iecpcp or *Patient Care Team or Patient Care Team or
interprofessional relations or cooperative behaviour or *patient-centered care) and (questionnaires or health
care surveys or psychometrics or program evaluation or measurement$ or evaluation$ or tool$ or scale$ or
reliab$ or valid$)
Web of Science
multiprofession* OR interprofession* OR interdisciplin* OR interdepartment* OR interorganisation* OR
interorganization* OR multidisciplin* OR multioccupation* OR multiinstitution* OR multiorganisation* OR
multiorganization* OR multi-profession* OR inter-profession* OR inter-disciplin* OR inter-department* OR
inter-organisation* OR inter-organization* OR multi-disciplin* OR multi-occupation* OR multi-institution* OR
multi-organisation* OR multi-organization*
ERIC
DE"Program Evaluation" or "Program Effectiveness" or "Evaluation Methods" or "Evaluation Procedures" or
"Formative Evaluation" or DE "Health Services" or "Medical Services" or "Health Facilities" or "Clinics" or
"Hospitals" "Health Care Evaluation" or "Medical Care Evaluation" or "Medical Evaluation"andTX "inter-
profession*" or "interprofession*" or "inter-disciplin*" or "interdisciplin*" or "cross-disciplin*" or
"crossdisciplin*" or "multi-disciplin*" or "multidisciplin*" or "multi-profession*" or "multiprofession*" or
"multi-occupation*" or "multioccupation*" or "collab*"
PSYCH INFO
DE "Questionnaires" OR "General Health Questionnaire" or "Surveys" OR "Consumer Surveys" OR "Mail
Surveys" OR "Telephone Surveys" or "Quantitative Methods "Program Effectiveness" OR "Educational
Program Effectiveness" OR "Mental Health Program Evaluation" OR "Program Evaluation" OR "Personnel
Evaluation" OR "Peer Evaluation" OR "Organizational Effectiveness" OR "Professional Competency" OR
"Employee Skills" OR "Job Knowledge" orTX "inter-profession*" or "interprofession*" or "inter-disciplin*" or
"interdisciplin*" or "cross-disciplin*" or "crossdisciplin*" or "multi-disciplin*" or "multidisciplin*" or "multi-
profession*" or "multiprofession*" or "multi-occupation*" or "multioccupation*" or "collab* "Continuum of
Care" OR "Communities of Practice" OR "Intergroup Dynamics" OR "Interdisciplinary Treatment Approach" OR
"Interdisciplinary Research" OR "Multimodal Treatment Approach" OR "Integrated Services" OR "Collaboration"
OR "Cooperation" OR "Group Participation
EMBASE
MP (interprofessional or interdisciplinary or interdisciplinary education or interdisciplinary communication or
interdisciplinary research or crossdisciplinary or multidisciplinary or multiprofession* or multi-profession* or
interdisciplinary communications or education or collaborat*) or interdisciplinary communication or
interprofessional learning or interprofessional education or interdisciplinary education or allied health
education or adult education or education or education program or professional practice or patient care or
primary health care or health care delivery or team building or cooperation or teamwork or performance
measurement system or parameters of measurement and analysis or self-evaluation or course evaluation or
evaluation or evaluation research or outcome assessment or measurement/ or questionnaire or course
evaluation or "evaluation and follow up" or evaluation research or quantitative analysis

Reviewing Abstracts

A rigorous process was followed for reviewing abstracts. Prior to the review, 30 abstracts were
distributed to Quantitative Tools Working Group members for preliminary rating. Discussion following
this process provided an opportunity to identify similarities and differences among group members
ratings, and assisted in developing a consistent abstract review process.

Abstracts were selected as relevant if they were empirical articles and described a quantitative tool
measuring outcomes of interprofessional education or collaborative practice. Abstracts were excluded if
the tool measured general patient or practitioner satisfaction unrelated to collaborative practice, or if
the tool was specific to program evaluation (such as measuring learner reactions to interprofessional
learning).

The working group reviewers were divided into pairs and each review pair was given a batch of abstracts
retrieved from the search (each pair received between 300 and 350 abstracts). Each person in the pair
rated the abstracts independently as one of the following:
Yes - the abstract describes a tool that fits one of the six outcomes outlined in Box 1;
Possible - the abstract describes a tool that may fit one of the six outcomes in Box 1 and requires
further information from the article to confirm;
No - the abstract does not describe a tool that fits any of the six outcomes in Box 1.

Each member of the pair then reviewed each others ratings. Disagreements between review pairs were
resolved through discussion. If consensus could not be reached, abstracts were distributed to the larger
group for discussion and final decision about the rating. Methodological quality assessment was not
conducted.

Selection Process and Extracting Tools

All articles whose abstract was rated as yes or possible in the steps described above were retrieved.
These articles were reviewed, and for the articles determined to be relevant, reviewers extracted
information about the tools. Once the initial review pair extracted the data, another pair reviewed the
extractions. During this second review, extractions were removed if both pairs agreed the tools did not
meet the inclusion criteria.

Any article that contained a tool measuring outcomes pertinent to interprofessional education or
collaborative practice was included even if the tool was not psychometrically validated. If a tool had
been psychometrically validated, only articles that contained further psychometric information were
included in the table. The inventory is intended as a list of tools rather than a comprehensive list of
every article that used the tools.

RESULTS

Figure 1 provides the number of items reviewed in our systematic abstract review and article selection
processes. The database searches returned 2162 abstracts. The initial search in October 2009 yielded
1622 abstracts for review, with 310 from CINAHL, 245 from Embase, 28 from ERIC, 646 from MEDLINE,
167 from PYSCHinfo, and 315 from Web of Science. Eighty-nine duplicate results were removed. The
second MEDLINE search in May 2010 returned 511 abstracts from all databases combined. Once
duplicates from the first search were removed, 300 new abstracts were added as possible articles for
review. The two hand searches yielded 240 relevant articles (65 articles from the references of
previously retrieved articles and 175 from the four hand searched journals). Of the full set of
abstracts, 416 articles and reports were retrieved for review. Of these, 136 met the criteria for inclusion
and 280 were excluded.
Figure 1: Literature Search and Article Selection Process

A total of 128 quantitative tools were identified as relevant to interprofessional education or
collaborative practice. The breakdown of tools by outcome level is shown in Box 3. Since some tools
were classified under more than one outcome level, the total number of tools in Box 3 is more than the
128 unique tools.

Database
search
IECPCP
reports
Hand
search
2nd search: 300
abstracts reviewed
262
articles reviewed
1st search: 1622
abstracts reviewed
12
reports reviewed

32
articles reviewed

65
articles reviewed

Additional articles: 65
abstracts reviewed
4 journals (2000-10):
175 abstracts
reviewed
45
articles reviewed

Final total:
128 tools
from
136 articles

Excluded
articles:
280


Box 3: Distribution of Tools Across Outcome Levels

Table 1 lists the quantitative tools in this inventory. The table lists information derived from the articles:
name of the tool, what the tool measures, setting, sample, psychometric properties of the tool (if
provided), authors contact information, the population for which the tool is appropriate (prelicensure,
postlicensure, or patients), and other salient information. We did not appraise the tools for quality,
psychometric rigor, ease of use, or applicability across contexts, as these factors were difficult to
ascertain from the articles. Instead, we used an inclusive approach to provide a more complete picture
of tools available. Tools were sorted under the six categories of outcomes (outlined in Box 1). This table
provides researchers and evaluators with an easily accessible summary of quantitative tools that have
been used in interprofessional education or collaborative practice.

1. Attitudes 64 tools
2. Knowledge, skills, abilities 20 tools
3. Behaviour 34 tools
4. Organizational level 6 tools
5. Patient satisfaction 8 tools
6. Provider satisfaction 14 tools

Inventory of Quantitative Tools Measuring IP Education and Collaborative Practice Outcomes 9
TABLE 1 QUANTITATIVE TOOLS MEASURING INTERPROFESSIONAL (IP) EDUCATION OR
COLLABORATIVE PRACTICE OUTCOMES

Reference Tool Description Setting & sample

Psychometrics Comments

Outcome Level 1: Attitudes
Attitude Questionnaire for Shared Learning
Forman &
Nyatanga
2001

2 scales (with 2 subscales each): 1. Benefits and
pitfalls of shared learning; 2. Curriculum and
social issues in shared learning
Unknown number of items with 4-point Likert
scales.
University in UK.
Students from 4
different programs.

Internal consistency Cronbach's :
Benefits=.70, Pitfalls=.89,
Curriculum=.86, Social=.71
Tool included.
Contact [email protected]
Prelicensure.

Attitudes to Community Care Questionnaire (ACCQ) (also applies to Outcome Level 2)
Barnes et al
2000

IP
2
Role clarity: 7 items with 4-point Likert scales.
attitudes: 6 items with 7-point Likert scales.
Includes academic rigour; interpersonal skills;
communication skills; leadership; practical
skills; breadth of life experience; and
professional competence.
Professional and team: 10 items with 4-point
Likert scales.
University in UK.
71 (for 2 cohorts) post-
graduate students from
6 professions.

Internal consistency:
Professional and team identification
=.82-.91
Role clarity =.72 to .82
Tool not included.
Contact:
[email protected]
Prelicensure.
Tools referenced to:
IP attitudes: Haddow and Milne
1995.
Role clarity: Rizzo et al 1970.
Professional and team: Brown et
al 1986.
Attitudes To Health Professionals Questionnaire (AHPQ)
Lindqvist et
al 2005

20 items (one for each profession). 2
components: caring and subservience
Visual analogue scale, with anchors at each end
University in UK.
160 students from 6
professional programs.

Internal consistency for revised 20-
item questionnaire Cronbachs =.87
For each component caring = .93 and
subservient =.58
Tool items included.
E-mail: [email protected]
Prelicensure.

2
IP is the abbreviation for interprofessional.


Agarwal et
al 2008

See Lindqvist et al 2005 University in UK.
64 students from 12
professional programs.
See Lindqvist et al 2005. Tool not included.
Contact:
[email protected]
Prelicensure.
Interdisciplinary Healthcare Team Questionnaire (also applies to Outcome Levels 2 and 3)
Beatty 1987

Attitudes toward health care teams, and
perception of curriculum
22 items on attitudes, 15 items on healthcare
teams, 12 items on demographics.
49 items with 4-point scale.
Final questionnaire had 9 of Snyder's original
items, 10 revised items, and 30 new items.
University in US.
836 students from 3
degree programs.
Reliability r=.76 Tool not included.
Contact: Patricia Robbins Beatty
RN EdD, Assistant Professor,
Psychiatric Mental Health
Nursing, The University of Texas
at Austin, School of Nursing, 1700
Red River, Austin TX 78701
Prelicensure.
Tool referenced to Snyder 1981.
Attitudes Towards Healthcare Teams (ATHCT)
Curran et al
2008
Modified

1 combined scale: quality of care and care
decisions, time constraints.
14 items with 5-point Likert scales.
University in Canada.
1179 students from 4
health disciplines.
Cronbachs =.83

Tool included.
Contact: [email protected]
Prelicensure.
Tool referenced to Heinemann,
Schmitt & Farrell (2002) who
developed a 20-item measure
with 6-point scales.
Curran et al
2007a
Modified

2 subscales: quality of care, time constraints.
194 faculty from 4
health disciplines.
Cronbachs =.88

Tool included.
Post licensure.
Tool referenced to Heinemann,
Schmitt & Farrell (2002) who
developed a 20-item measure
with 6-point scales. The modified
ATHT is one of 3 scales
administered to faculty.


Curran et al
2010a

2 subscales: quality of care, costs of team care
(time constraints).
137 students from
several health
disciplines.
Internal consistency Cronbachs =.83
(from Heinemann 1999)
Tool not included.
Prelicensure.
Tool referenced to Heinemann et
al 1999.
Fulmer et al
2005
Modified

3 subscales: attitudes toward team value,
attitudes toward team efficiency, attitudes
toward physician shared role.

Universities and
teaching hospitals in US.
537 postgraduate
students.

As reported in Hyer et al 2000 Tool not included.
Prelicensure.
Tool referenced Heinemann et al
1991, Heinemann et al 1999,
Heinemann & Brown 2002.
Heinemann
et al 1999

3 subscales: Quality of care/process, physician
centrality and Cost of care
20 items with a 4-point Likert scales.

Community and hospital
settings in US.
1018 interdisciplinary
geriatric health care
teams.

Internal consistency Cronbachs :
Quality of care=.87
Costs of team care=.72
Physician centrality=75
Test-retest correlation:
Quality of care, r=.71 (p<.001).
Costs of team care r=.42 (p<.05)
Physician centrality, r=.36 (p<.05)
Construct Validity: Quality of
care/process correlated with anomie (r
=.35, p<.001), cohesion
(r=.25,p<.001), quality of
communication (r=.35, p<.001), quality
of external relations (r=.21, p<.001),
team effectiveness (r=.39, p<.001).
Strength of correlations range from
r=.08 to .13.
Tool included.
Contact: VA Western New York
Healthcare System and University
at Buffalo, SUNY.
Postlicensure.


Hyer et al
2000

3 subscales: quality of care, costs of team care,
physician centrality.
University in US.
913 students in geriatric
interdisciplinary team
training (GITT).
Overall Cronbachs =.87
Cronbachs for subscales:
Attitudes toward team value = .85
Attitudes toward team efficiency
=.76
Attitudes toward physician shared
role: =.75
Tool included.
Prelicensure.
Brown &
Chamberlin
1996

2 subscales: Quality of care/process and
physician centrality
Hospital in US.
200 health
professionals from 4
disciplines.
As reported in Heinemann et al 1988,
Heinemann et al 1991
Tool not included.
Contact: Glenda Brown, Director
of Interdisciplinary Team Training
Programs, John L. McClellan
Memorial Veterans Hospital,
4300 West Seventh Street, Little
Rock Arkansas 72205.
Postlicensure.
al 1988, Heinemann et al 1991.
Leipzig et al
2002

3 subscales: team value, team efficiency, and
physicians shared role on team.
21 items scale with 6-point Likert scales.
University in US.
591 postgraduate
students from 20
disciplines.
As reported in Heinemann et al 1999. Tool not included.
Contact:
[email protected]
Prelicensure.
Forchuk,
Vingilis et al
2008

3 subscales: team value, team efficiency, and
physicians shared role on team.
21 items scale with 6-point Likert scales.

University and practice
settings in Canada.
363 students and
practitioners.
Not reported. Tool included
Prelicensure and postlicensure.

Attitudes towards IP Learning in the Academic Setting
Curran et al
2007a
Modified

4 areas: campus resources and support, faculty,
students, curriculum/ outcomes supporting IP
learning.
194 faculty from 4
health disciplines.
Cronbachs =.81. Tool included.
Postlicensure.
Tool referenced to Gardner et al
2002. The current authors made


small wording changes.
Gardner et
al 2002
Original

4 areas: campus resources and support, faculty,
students, curriculum/ outcomes supporting IP
learning.
13 items with a 7point Likert scales.
Universities in US.
93 deans from 3
disciplines.
Not reported. Tool included.
Contact:
[email protected].
Postlicensure (including faculty).
Attitudes Towards Interprofessional Mental Health Care Teams Scale
Sharpe &
Curran
2008
IECPCP

Delivery process and content topics: crisis
intervention, assertive community treatment,
solution focused communication, cognitive
behavioural therapy, states of change and
motivational interviewing, building productive
relationships, and IP team development.
Unknown # items with 5-point Likert scales.
Rural communities in
Canada.
127 practitioners from
15 professions.

Not reported. Tool not included.
Prelicensure.
al 1999.
Attitudes towards teamwork questionnaire (also applies to Outcome Levels 2 and 3)
Wolf 1999

Subscales:
Orientation toward team problem-solving: 10
items rated on 6-point Likert scale
Problem solving confidence: 10 items rated on
6-point Likert scale
Team preparedness: 10 items rated on 6-point
Likert scale
Attitude towards interdisciplinary team: 14
items rated on 6-point Likert scale
Self-efficacy: 10 items with 5-point Likert
scales.
University in US.
410 alumni from 8 allied
health disciplines.
Cronbachs for 5 subscales:
Orientation toward team problem-
solving=.80, Problem solving
confidence=.71, Team
preparedness=.68, Attitude towards
interdisciplinary team=.89, Self-
efficacy=.92
Tool not included.
Prelicensure.
Biggs Structure of the Observed Learning Outcomes (SOLO)


Nisbet et al
2008
Knowledge of others roles.
Hospital in Australia.
18 students from 7
disciplines.
Contact:
[email protected]
Prelicensure.
Clinical Practice Environment Assessment Tool (CPEAT)
Dougherty
& Choi 2008

8 subscales: Values, decision-making support,
workload, resources, communication with
leaders, team collaboration, team conflict and
professional practice
108-116 items with Likert scales.
Inpatient rehabilitation
setting in Canada.
149 staff from 4
professions.
Contact: Professional Practice at
VCH-Vancouver Acute (www.in-
bc.ca)
Postlicensure.
Use of the CPEAT as pre-post
assessment tool was time-
consuming in administration and
analysis, and valid conclusions
were contingent on higher
sample rates than achieved in
this setting.
Collaboration & Satisfaction about Care Decisions (CSCD) (also applies to Outcome Level 2)
Forchuk et
al 2008

Decisions about care for patients made by an
interdisciplinary team of care providers.

settings in Canada.
363 undergraduate
students from different
health disciplines.
Postlicensure.
Questionnaire referenced to
Baggs 1994.
Collective Capability Survey
Soubhi et
al 2008

Collective capability: experiences working with
others in team (e.g. trust, respect, sharing,
communication)
14 questions with 5-point rating scales.
Canada. Setting and
sample size not
reported.

Content validity (tool designed by
expert panel)
Internal consistency (ranging from =
.81 to =.52).
Tool available from authors.
Contact:
[email protected]
Unknown target audience.
Unpublished IECPCP project.
Emergency Department Staff Attitudes and Opinion Survey


Morey et al
2002

Staff attitudes towards teamwork concepts
(e.g., assigning roles and responsibilities in
clinical situations) and perception of support
from senior managers and peers for
incorporating teamwork principles into clinical
tasks.
15 items with 7-point response scales.
Hospital emergency
department in US.
Experimental
group=684 staff.
Control group=374 staff.

Internal consistency Cronbach's =.95.

Tool not included.
Contact: John C. Morey, PhD,
Senior Research Psychologist,
Crew Performance Group,
Dynamics Research Corporation,
60 Frontage Road, Andover, MA
01810, USA.
Postlicensure.
Foxs Change Readiness Inventory (Adaptation)
Murray et
al 2008
Modified

4 areas: readiness to work in collaborative
group practice settings, forces that drive
change, physicians' attitudes toward making a
change, image of change, and perceived
barriers to making changes in practices.
Unknown number of open-ended questions.
Healthcare settings in
Canada.
60 professionals from 4
disciplines.
Contact:
[email protected]
Postlicensure.
Tool referenced to Foxs Change
Readiness Inventory. No other
information provided.
Generic Role Perception Questionnaire (GRPQ)
MacKay
2004

Roles of other professions.
31 items with 10-point scale.
University in UK.
43 students from 9
disciplines
Test re-test reliability:
correlation coefficient r= 0.7.
Content validity verified through
consultation with sample group.
Tool included.
E-mail [email protected]
Prelicensure.

Group Environment Scale (GES)
Salter &
Junco 2007

10 subscales: Cohesion, leader support,
expressiveness, independence, task
orientation, self-discovery, anger and
aggression, order and organization, leader
control, innovation.
90 items with true/false ratings (9 per
subscale).
College in US.
191 students.

Internal consistencies =.69-.86.
Test-retest reliability =.69-.83.
(from Moos 1994a - Group
Environment Scale manual).
From this study, internal consistency
Cronbach's =.07-.49.
Tool not included.
Contact: Daniel W. Salter,
Walden University, 1-866-492-
5336
Prelicensure.
Tool referenced to Moos 1994a.
Group Environment Scale manual
(3rd edition). Palo Alto, CA:CPP.
Health Care Stereotype scale


Hind et al
2003

Positive and negative stereotypical traits:
autostereotype and heterostereotype.
Unknown number of items with 7-point Likert
scales.

University in UK.
933 students from
various health
disciplines.
Validity: Low correlation between
stereotyping and professional identity
scales (r=0.21, p=.000). Positive
correlation between autostereotype,
heterostereotype and strength of
personal identity (r=68, p=.000).
Positive correlation between RIPLS and
autostereotype (r=.12, p=.01). Positive
correlation between RIPLS and
heterostereotypes (r=.172, p=.001)
Tool not included.
Contact:
[email protected]
Prelicensure.
Tool referenced to Carpenter
1995.

Healthcare Team Vitality Instrument (HTVI) (also applies to Outcome Level 4)
Upenieks et
al 2010

4 factors: support structures; engagement and
empowerment; patient care transitions, team
communication.
Hospitals in US.
439 healthcare
providers.
Factor analysis accounted for 58% of
variation.
Tool included.
Postlicensure.
Index for Interdisciplinary Collaboration (IIC)
Bronstein
2002

5 subscales: Interdependence, newly created
professional activities, flexibility, collective
ownership of goals, reflection on process.

42 items also found to be sufficient and
reliable.
462 social workers
across US.

Test-retest reliability r=.824 (p< .01)
Internal consistency: Cronbachs =.92
for 49 items, = .92 for 42 items.
Internal consistency of 5 subscales:
Cronbachs =.56-.82 for 49 items.
Cronbachs =.62-.82 for 42 items
Construct validity: No significant
correlations between demographics
and scores.
Convergent construct validity:
Significant correlations between
scores and professional affiliation,
agency organization and structural
characteristics, personal relationships
among collaborators, prior history of
collaboration.
Tool included.
Contact:
[email protected]
Postlicensure.
42-item scale shows slightly
better internal consistency than
49-item scale.


Parker-
Oliver et al
2007
Modified

4 subscales: Interdependence and flexibility,
newly created professional activities, collective
ownership of goals, reflection on process.

Hospices in US.
95 staff members from
11 disciplines.

Internal consistency: Cronbachs :
Whole scale=.93.
Interdependence=.87, Flexibility=.87,
Newly created activities=.77, Collective
ownership of goals=.80, Reflection on
process=.79.
Tool included.
Postlicensure.
Authors modified wording to suit
other professions (original for
social workers only).
Index of Interprofessional Team Collaboration for Expanded School Mental Health (IITC-ESMH) (also applies to Outcome Level 4)
Mellin et al
2010

Four subscales: reflection on process,
professional flexibility, newly created
professional activities, and role
interdependence.
26-items with 5-point Likert scales.
Schools in US.
436 members of IP
health care teams.
Reflection on Process, =.91,
Professional Flexibility =.91, Newly
Created Professional Activities = .84,
Role Interdependence =.80 (using
CFA).
Tool included.
Pre licensure.

Index of Work Satisfaction (IWS)
Amos et al
2005

6 areas of work satisfaction: pay, autonomy,
task requirements, organizational policies,
interaction (nurse to nurse and nurse to
physician) and professional status.
Hospital in US.
44 nursing staff.

Cronbachs of overall scale =.91
Pay=.84, Professional status=.77,
Autonomy=.76, Organizational
policies=.80, Task requirements=.64,
Nurse-to-nurse interaction=.70, Nurse-
to-physician interaction=.80.
Construct validity for all subscales
significantly related to overall scale
(p<.0001).
Tool not included.
Contact: P. L. Stamps Chicago,
IL, Health Administration Press.
Postlicensure.
Only one subscale (interaction
between nurse and physician)
relevant to collaboration.

Integrated Care Scale
Boumans et
al 2008

3 subscales: home-like environment, demand-
oriented working method, and integration of
care and services by different providers.
Nursing homes in
Netherlands.
124 caregivers.
Integration subscale Cronbachs =.70. Tool not included.
Contact:
[email protected]
Postlicensure.
Only one subscale (Integration)
related to collaborative practice.
Interdisciplinary Education Perception Scale (IEPS) & IEPS modified


Cameron et
al 2009

1 area: interdisciplinary education perceptions.
847students pre-survey;
649 post-survey from 9
disciplines.
Contact:
[email protected]
Prelicensure.
Surveys are available from
author.
Furze et al
2008

Perceptions of other health professions.
University in US.
64 students from 4
professions
Prelicensure.
Tool referenced to Luecht et al
1990 and Hawk et al 2002.
Goellen et
al 2006

4 subscales: competence and autonomy,
perceived need for cooperation, perception of
actual cooperation, understanding others
value.
University in Belgium.
177 students from 3
professions
Contact: Guido Goelen
[email protected]
Prelicensure.
1990.
Tool translated into Dutch.
Hawk et al
2002

4 subscales: competence and autonomy,
perceived need for cooperation, perception of
actual cooperation, understanding others
value.
Geriatric educational
institutions in US.
588 students from 8
professions
Prelicensure.
1990.
Hayward et
al 2005

1 area: perceptions of interdisciplinary practice.

University in USA.
102 students from 8
disciplines.
Prelicensure.
Tool referenced to Hayward et al
1996.
McFadyen
et al 2007
Revised IEPS: competency and autonomy;
perceived need for cooperation; and
perception of actual cooperation.
University in UK.
65 member of a
Revised version internal consistency of
each sub-scale:
Competency & autonomy =.83-.82;
Tool included.


Modified

12 items with 6-point Likert scales. professional group.
308 students from 8
health and social care
programs.
Perceived need for cooperation =.38-
.40, Perception of actual cooperation
=.85-.83
Total Scale (12 items): =.87-.88
Test-retest reliability of 3 sub-scales:
ICC values=.58, .60 and 57
respectively.
Prelicensure.
Neill et al
2007

4 subscales: competence and autonomy, need
for cooperation, actual cooperation,
understanding others value.
University in US.
114 students from
multiple
health-related
disciplines
Prelicensure.
1990.
Mu et al
2004
Modified

1 area: perceptions of allied professions.
University in US.
111 students from 3
disciplines.
Prelicensure.
1990.
Luecht et al
1990
Original

4 subscales: competency and autonomy, needs
for cooperation, perception of actual
cooperation, understanding values and
contributions of others.
University in US.

143 students from allied
health disciplines.
Cronbachs of overall scale =.87
competency and autonomy=.82, needs
for cooperation=.56, perception of
actual cooperation=.54,
understanding values of others=.51
Tool included.
Contact: Richard M. Luecht,
American College Testing, STAR
Department, Iowa City, IOWA
52243.
Interdisciplinary Team Performance Scale (ITPS) (also applies to Outcome Level 2)
Brajtman et
al 2008

6 subscales: leadership, communication,
coordination, conflict management, team
cohesion, perceived unit effectiveness.
Non-acute hospital in
Canada.
10 members of IP
palliative care team.
Reliability and face content and
construct validity as reported by
Temkin-Greener et al 2004.
Tool not included.
Postlicensure.

Forchuk et
al 2008
Modified

4 subscales leadership, organization,
communication, and conflict.
settings in Canada.
363 students.
Tool referenced to Temkin-
Greener et al 2004.


Prelicensure.
Temkin-
Greener et
al 2004

6 subscales: leadership, communication,
coordination, conflict management, team
cohesion, perceived unit effectiveness.

Long-term care in US.
1220 team members
from 12 disciplines.

For all subscales:
Paraprofessionals : Cronbachs =.73-
.87, Professionals :Cronbachs =.78-
.91, Team effectiveness : =.89,
Coordination and conflict
management =.76
Face & Content validity: reviewed by
an expert panel.
Construct validity: Correlations:
Leadership, communication,
coordination, and conflict
management subscales are positive
and significant (p<0.001) predictors of
team cohesion and team
effectiveness.
Tool included.
Contact:
[email protected]
r.edu.
Postlicensure.
Adapted from instrument for
intensive care units.

Interdisciplinary Weekly Team Inventory
Curran et al
2005

2 areas: Attitudes towards teams and
teamwork; formation of teamwork attitudes
and values.
17 items rated with 5-point semantic-
differential scales.
133 students from 3
disciplines.
Not reported. Partial tool included.
Prelicensure.
Tool referenced to Clark 1994.
Interprofessional Interest Survey (IIS)
Forchuk et
al 2008

Measures IP interest and attitudes.

363 undergraduate
students, 262 graduate
students, 17 Faculty
members from several
health program
disciplines.
Interprofessional Perception Scale (IPS)


Forchuk et
al 2008
Learning about professionals from other
disciplines.
15 items with true/false response.
363 undergraduate
students, 262 graduate
students, 17 Faculty
members from several
health program
disciplines.
Tool referenced to Golin &
Ducanis 1981.
Interprofessional Socialization & Valuing Scale (ISVS)
King et al.
2010

3 subscales: ability to work with others, value in
working with others, comfort in working with
others.
125 students.
3 subscales =.79-.89.
Whole scale=.90.
Tool included.
Prelicensure.
Jefferson Scale of Attitudes toward Physician-Nurse Collaboration
Hojat et al
1999a
Modified

Physician-nurse interaction with 5 subscales:
authority, autonomy, responsibility for patient
monitoring, collaborative decision-making, and
role expectations.

University in US.
294 undergrads from 2
professions.

Nursing students=.85, Medical
students=.84, Combined=.85.
Item-total score correlations for
combined group r =.40-.65, and
median correlation r =.61.
Validity: factor analysis conducted.
Tool included.
Contact:
mohammadreza.hojat@jefferson
.edu
Prelicensure.
Tool referenced to Hojat 1985.
Garber et al
2009
Modified

4 subscales: shared education, caring vs curing,
nurse autonomy, and physician authority.
Hospital in US.
497 staff from 2
disciplines.
Internal consistency: Cronbachs :
Medical students=.84, Nursing
students=.85, Shared education:
=.84, Caring vs curing: =.62
Nurse autonomy: =.70, Physician
authority: =.49, PCA resulted in 6
factors accounting for 58% of total
variance.
Tool not included.
Contact: E-mail:
[email protected] or
[email protected]
Postlicensure.

Hansson et
al 2010

role expectations.
Universities in Sweden.
261 students.

Contact:
[email protected]
Prelicensure.


Ward et al
2008
Modified

role expectations.

University in USA.
333 nursing students.
Internal consistency coefficient =.77.
Validity: item total score correlations
were all positive and statistically
significant (p=.05), ranging from a low
of r=.40 to a high of r=.62.
Median item-total score correlation
r=.52.
Tool not included.
Contact:
[email protected]
Prelicensure.
Tool referenced to Hojat &
Herman 1985.
Medication Use Processes Matrix (MUPM) (also applies to Outcome Level 3)
Farrell et al
2008

Measures collaborative care in family practices
among physician, pharmacist, nurse,
receptionist, and community pharmacist.
5 subscales: diagnostic & prescribing,
monitoring, administrative & documentation,
education, medication review.
22 processes in total for the 5 subscales with 5-
point scale for levels of responsibility (1=lead
role; 2=shared lead role; 3=supportive role
major; 4=supportive roleminor; 5=no role).
Family practice clinics in
Canada.
91 participants from 5
professions.
Overall tool=.97,
5 subscales: Diagnosis &
prescribing=.96, Monitoring=.81,
Administrative/documentation=.84,
Education=.85, Medication review=.89
Test-retest reliability: intra-class
coefficient (ICC >.80).
Content validity and construct validity
tested and reported.
Tool included.
Postlicensure.

Multidisciplinary collaboration instrument (MDC) (also applies to Outcome Level 3)
Caroll 1999

Measures collaboration among health care
providers. 4 subscales: collaboration in general,
patient care process, communication, and
teamwork.
18 vignettes: 72 items with 5-point Likert
scales (4 questions per vignette).
Hospital in US.
202 hospital staff from
various disciplines.
All subscales across vignettes=.67.81
Within vignettes=.42.98
Face validity done and reported.
Construct validity (convergent &
discriminant):
General collaboration=.80
Collaboration in patient care
process=.72
Collaboration in communication=.67
Collaboration in teamwork=.81.
Tool not included.
Contact:
[email protected],edu.
Postlicensure.


Nursing role perception questionnaire (NRPQ)
MacKay
2004

Nursing role. 7 subscales: breadth of
professional outlook, degree of patient
interaction, projected professional image,
perception of own professional status, possess
skills for a wide professional remit, level of
rapport with patients and colleagues, degree of
professional interdependence.
31 items with 10 point rating scales.
University in UK.
198 students from 6
professions
Internal consistency Cronbach's
(using PC analysis):
Entire scale=.74
Breadth of professional outlook=.77,
Degree of patient interaction=.71,
Projected professional image=.72,
Perception of own professional status=
-.47, Possess skills for a wide
professional remit=.60, Level of
rapport with patients and
colleagues=.34, Degree of professional
interdependence =.47.
Tool included.
Prelicensure.
Observation Guide for Student Team Function
McFetridge-
Durdle &
Mann 2008

3 subscales: basic information (demographics,
location, purpose of meeting); teaching and
learning (learning environment, preceptor
functions and style, IP learning); teamwork and
leadership (phase of group development,
power distribution, challenges, student
attitudes, socialization).
29 students and
preceptors from 5
faculties.

Prelicensure.
Operating Room Management Attitudes Questionnaire (ORMAQ)
Helmreich
& Davies
1996
5 subscales: leadership-structure, confidence-
assertion, team roles, information sharing,
stress recognition.
Scores transformed to 1-100. Number of items
and scale not provided.
Hospital operating
rooms in US.
Compilation of previous
studies. No data on
sample sizes.
5 subscales=.55-.85.

Tool not included.
Contact: not provided.
Postlicensure.
Wallin et al
2007

Attitudes toward safe teamwork.

University in Sweden.
15 medical students.
Prelicensure.
Patient-focused Rehabilitation Team Cohesiveness


Smits et al
2003

3 scales: effort, teamwork, effectiveness.
Veterans Administration
Hospitals in US.
650 rehabilitation team
members.
Internal consistency Cronbachs =.96. Tool not included.
Contact:
[email protected]
Postlicensure.
Perceptions of Effective IP Teams
Sharpe &
Curran
2008
IECPCP
Students ratings of their perception and
understanding of IP teamwork. The scale has
been adapted from Clark (1994).
300+ practitioners from
various programs &
disciplines.
Postlicensure.
Tool referenced to Clark 1994.
Curran et al
2010a

Ability to function as part of an effective team
17 items with 5-point scale (1=poor to
5=excellent).

137 postgraduate
students and
practitioners from 4
professions.
Internal consistency reliability
Cronbachs =.95.
Tool not included
Tool referenced to Heinemann &
Brown 2002.
Perception of Interprofessional Collaboration Model Questionnaire (PINCOM-Q )
Odegard &
Strype
2009

IP collaboration. 12 subscales: motivation, role
expectations, personality style, professional
power, group leadership, communication,
coping, social support, organizational culture,
organizational aims, organizational domain,
organizational environment.
48 Items with 7-point Likert scales.
Schools, psychiatric
clinics, and child
protection centers in
Norway.
157 professionals from
7 disciplines.
Total scale=.91
Individual level=.77
Group level=.88
Organizational level=.75.

Tool not included.
Contact:
[email protected]
Postlicensure.

Professional Identity Scale
Hind et al
2003

Strength of students professional identity
regarding the readiness for IP learning.
University in UK.
933 students from
various health
disciplines.
Professional identity=.76.
Validity: low correlation between
stereotyping and professional identity
scales (r=.219, p=.000).
Strong positive correlation between
autostereotype and heterostereotype
tool and strength of personal identity
Tool not included.
Contact:
[email protected]
Prelicensure.
Tool referenced to Brown et al
1986.


scale (r=.68, p=.000) .
Provider judgement of family participation in care meetings (also applies to Outcome Level 6)
Dijkstra
2007

1 area: familial expectations, influence, and
participation in care.
11 items with yes/no responses.
Nursing homes in
Netherlands.
15 nursing home staff.
Postlicensure.
Provider perception about interprofessional collaboration
Larkin &
Callaghan
2005

Mental health professionals perceptions of IP
working.
19 items with yes/no responses.
1 item with 5-point Likert scales.

Community mental
health setting in UK.
165 mental health staff.

Face and content validity reported.
Validity:
No statistically significant relationship
between presence of team operational
policy (r = 70 p <.05), presence of joint
policy(r= 70.p<.05) and professionals
perceptions of IP working in teams.
Correlation between presence of joint
documentation policy (r= 70, p <.05)
and professionals perceptions of IP
working in teams.
Correlation between joint risk policy
(r= 70, p <.05), joint supervision policy
(r= 70., d p <.05) and professionals
perceptions of IP working in teams.
Tool not included
Postlicensure.
Readiness for Interprofessional Learning Scale (RIPLS)
Parsell &
Bligh 1999
Original

3 subscales: teamwork & collaboration,
negative& positive professional identity, roles
& responsibilities.
University in UK.
120 students from 8
health disciplines.
Factor analysis Cronbachs :
Total scales=.90
Teamwork & collaboration range=.44-
.79
Negative& positive professional
identity ranged= -.41 -.78
Roles & responsibilities ranged=.49-
.63.
Tool included.
Contact: Glennys Parsell,
Department of Health Care
Education, The
University of Liverpool, 3rd Floor
University Clinical Department,
Duncan Building, Liverpool L69
3GA, UK. Tel: 0151 706 4293. Fax:
0151 706 5876. Email:
[email protected]


Prelicensure.
Tool referenced to Parsell & Bligh
1999.
McFadyen
et al 2005
Modified

negative professional identity, positive
professional identity, roles & responsibilities.

308 students from 8
health disciplines.
Cronbachs for Time 1/Time 2:
Teamwork & collaboration=.79/.88
Negative professional identity
=.60/.76, Positive professional
identity=-.76/.81, Roles &
responsibilities=.40/.43, Total
scale=.84/.89.
Tool included.
Prelicensure.
1999.

Curran et al
2008
Modified

1 combined scale about the benefits of IP
learning: positive thinking and respect for other
healthcare professionals, role understanding,
improved communication among providers and
with patients, importance of team skills.
1179 students from 4
health disciplines.
Internal consistency Cronbachs
=.91.
Factor analysis done.
Tool included.
Prelicensure.
(1999). The modified RIPLS is one
of 2 scales administered to
students.
El-Zubeir et
al 2006
Modified

3 subscales: teamwork and collaboration,
professional identity, patient-centredness
20 items with 5- point Likert scales.

University in United
Arab Emirates.
178 students from 2
professions
Teamwork and collaboration=.86,
Professional identity=.80, Patient-
centredness=.80.
Tool included.
Contact:
[email protected]
Prelicensure.
1999.
McFadyen
et al 2006
Modified

negative professional identity, positive
professional identity, roles & responsibilities.

University in UK.
65 students from 1
discipline.

Intra-class correlation coefficient
Cronbachs : Total scale=.60,
Teamwork & collaboration=.71,
Negative professional identity=.38,
Positive professional identity=.61,
Roles & responsibilities=.62
Weighted kappa for 19 items ranged
from .220-.551 (fair -moderate)
Tool included.
Prelicensure.
(1999).


Hind et al
2003
negative & positive professional identity, roles
& responsibilities.
University in UK.
933 students from
various health
disciplines.
Validity: overall scores for two groups
significantly different (42.9 vs. 38.7, df
= 174, p <.001)
Low positive correlation between
RIPLS and autostereotypes (r=0.125,
p=0.01).
Low positive correlation between
RIPLS and heterostereotypes (r=0.172,
p=0.001)
Tool not included.
Contact:
[email protected]
Prelicensure.
1999.
Psychometrics referenced to
Brown et al, 1986; Carpenter,
1995; Barnes et al, 2000.

Cooper et al
2005

& responsibilities.
19 items with 5-point Likert rating scales.
University in UK.
318 students from 4
disciplines

As reported by Parsell and Bligh
(1999).
Tool not included.
Prelicensure.
1999.
Morrison &
Jenkins
2007

& responsibilities.

University in UK.
261 students from 1
discipline.
Total scale=.90
Teamwork & collaboration=.88
Professional identity=.63
Roles & responsibilities=.32.
Tool not included.
Prelicensure.
1999.

Priest et al
2008
Modified

& responsibilities.
Universities in UK.
36 students from 2
disciplines.

Not reported Tool included.
Prelicensure.
1999.
Reid et al
2006
Modified

& responsibilities, plus 4 demographic
questions.
Primary care
organization in UK.
4 disciplines.
PCA retained 3 factors explaining
44.3% of variance with 23 items.
Tool included.
Contact:
[email protected]
Postlicensure.


1999.
Mattick &
Bligh 2005

& responsibilities.
19 items with 5-point Likert rating scales.
University, hospitals and
other organizations in
UK.
45 researchers from
several disciplines.
Not reported Tool included.
Contact:
[email protected]
Prelicensure.
1999.
Curran et al
2007a
Modified

1 combined scale about the benefits of IP
learning: positive thinking and respect for other
healthcare professionals, role understanding,
improved communication among providers and
with patients, importance of team skills.
194 faculty from 4
health disciplines.

Tool included.
Contact: [email protected].
Postlicensure.
Tool referenced to Attitudes
towards Interprofessional
Learning developed by Parsell &
Bligh (1999). The modified RIPLS
is one of 3 scales administered to
faculty.
Role Perception Checklist
Curran et al
2005

Checklist of 14 roles held by other professions.
14 yes/no items.
133 students from 3
disciplines.
Contact : [email protected]
Prelicensure.
Tool referenced to Bowmer et al
(unpublished). Contact
[email protected]
Self-Efficacy for Interprofessional Experiential Learning (SEIEL)
McFetridge-
Durdle &
Mann 2008

Confidence in students ability to carry out their
roles as students for IP learning.

62 students from 5
faculties.

Contact: [email protected],
[email protected]
Prelicensure.
Self-Efficacy for Interprofessional Experiential Learning (SEIEL) for Integrative Preceptors


McFetridge-
Durdle &
Mann 2008

Confidence in integrative preceptors ability to
carry out their role
15 items on a 10-point Likert scales.

12 integrative
preceptors (clinicians)
from 5 faculties.
[email protected]
Postlicensure.
Self-Efficacy for Interprofessional Experiential Learning (SEIEL) for Discipline Preceptors
McFetridge-
Durdle &
Mann 2008

Confidence in integrative preceptors ability to
carry out their role
15 items on a 10-point Likert scales.

12 integrative
preceptors (clinicians)
from 5 faculties.
[email protected]
Postlicensure.
Staff Communication Evaluation Tool
Amos et al
2005

8 subscales: honest communication;
recognition, respect & trust in peers; problem
solving towards goals of agency; giving
constructive feedback; identification of conflict;
role accountability; sharing knowledge; support
for team, system & organizational goals.
Hospital in US.
44 nursing staff
(including assistants,
technicians).

Internal consistency Cronbachs =.96.

Tool not included.
Contact: Jie Hu: [email protected]
Postlicensure.
Staff Perception of Specialty Care
Naar-King
et al
2002

1 area: satisfaction (with program, with
team/extent of collaboration).
Hospital in US.
67 staff from 5
disciplines.
Validity reported in Naar-King (2001).
Internal reliability Cronbachs :
Satisfaction with program=.88
Satisfaction with team/extent of
collaboration=.80
Tool included.
Contact:
[email protected]
Postlicensure.

StudData Questionnaire measuring perceptions of Interprofessionalism
Almas &
Barr 2008

IP education.
University in Norway.
843 students from 5
professions.
Not reported.
Comparative analysis done.
Tool included.
Contact:
[email protected]
Prelicensure.
Student Attitude Questionnaire


Krause &
Popovich
1996
Original

2 scales: group interactions and personal
preparedness for course among students.
University in US.
83 students from a
pharmacy course.
Contact: Krause and Popovich,
Purdue University, W. Lafayette,
IN.
This tool is used for self/peer
assessments by students in a
course.
Brown et al
2008
Modified

2 subscales: IP education, feelings about self &
peer assessments.
University in US.
73 students from 5
health disciplines.
Not reported.

Tool included.
Contact:
[email protected]
Pre-licensure learners.
Tool referenced to Krause et al
1996.
Student Perception Survey (also applies to Outcome Level 2)
Morrison et
al
2009

3 subscales: attitudes toward teamwork with
other professions.
Universities in Australia
and US.
281 students from 1
discipline.
internal consistency Cronbachs :
Attitudes=.60, Knowledge=.68, Skill
=.68
Content and face validity reported.
Tool included.
Contact:
[email protected]
Prelicensure.
System for the Multiple Level Observation of Groups (SYMLOG)
Farrell et al
2001

3 subscales: prominence, sociability, and task
orientation. Each scale has nine positive and
nine negative items.
Veteran Affairs medical
centers in US.
1018 from 111
interdisciplinary health
care teams.
Gulliksen reliability (GR):
Prominence =.64
Sociability =.96
Task =.72.
(Bales & Cohen, 1979)
Tool not included.
Contact:
[email protected]
Postlicensure.
Tool referenced to Bales & Cohen
1979.
Cashman et
al 2004

3 subscales: prominence, sociability, and task
orientation. Each scale has nine positive and
nine negative items.
Primary care setting in
US.
3 teams of practitioners.

As reported in Farrell et al 2001. Tool included.
E-mail:
[email protected]
du
Postlicensure.
Tool referenced to Bales & Cohen


1979.
Used in 12 languages in 40+
countries.
Team Anomie Scale (also applies to Outcome Levels 2 and 3)
Farrell et al
2001

Confusion or uncertainty about team members
roles, teams norms and goals.
23-item with 6-point Likert scales.
Veteran Affairs medical
centers in US.
1018 from 111
interdisciplinary health
care teams.
Internal consistency Cronbachs =.90. Tool not included.
Contact:
[email protected]
Postlicensure.
Tool referenced to Farrell et al
1996.
Team Decision Making Questionnaire (TDMQ)
Batorowicz
& Shepherd
2008

4 subscales: decision-making, team support,
learning, and developing quality services.
19 items with 7-point rating scale (1=not at all,
7=to a vast extent).
Augmentative and
Alternative
Communication clinical
practices.
102 practitioners from 3
communication
professions.
ICC/ Internal consistency Cronbachs :
Decision Making=.77/=.90,
Team Support=.94/.91, Developing
Quality Services=74/.88, Learning=
.52/=.83.
Overall: Cronbachs =.96.
Tool included.
Contact:
[email protected]
Postlicensure.

Team Reflective Exercise
McFetridge-
Durdle J &
Mann K,
2008

How team has worked together since last team
meeting.
10 items with 5-point rating scale (1=little to
not at all, 5=very well).
12 integrative
preceptors, 17 discipline
preceptors and 62
students from 5
faculties.
[email protected]

Teamwork Assessment Profile (TAP)
Haig &
LeBreck
2000

Team dynamics.
Hospital rehab unit in
US.
40 team members from
multiple professions.
Postlicensure.
Teamwork Climate Scale


Thomas et
al 2003

Critical care physicians and nurses attitudes
about teamwork.
Hospital in US
320 clinicians from 2
professions.
Face validity reported.

Tool not included.
Contact:
[email protected]
Postlicensure.
Tool derived from ICUMAQ
(Thomas et al 2003).
University of Western England (UWE) Entry-Level Interprofessional Questionnaire (ELIQ)
Pollard et al
2005a

3 subscales: communication and teamwork, IP
learning, IP interaction.
Unknown number of items with 4- or 5-point
Likert scales.
University in UK.
627 students from 8
disciplines.
Not reported. Not included.
Contact:
[email protected]
Prelicensure.
Pollard et al
2004

4 subscales for 3 questionnaires:
communication and teamwork, IP learning, IP
interaction, perceptions of relationships with
colleagues.

University in UK.
Students from 10
professional programs:
Cohort 1=643
Cohort 2=209

Test-retest: Pearsons correlation
coefficients (r):
Communication and teamwork=.78, IP
learning=.86, IP interaction=.77
Communication and teamwork=.76, IP
learning=.84, IP interaction=.82
Concurrent validity: Pearson
correlation (r) UWE- IPQ vs RIPLS and
Interprofessional Communication
Competence scale (ICCS):
UWE-IPQ and RIPLS: r=.84 (p<0.001)
UWE-IPQ and ICCS: r=.85 (p<0.001)
Tool not included.
Contact:
[email protected]
Prelicensure.

Pollard et al
2005b

4 subscales: communication and teamwork, IP
learning scale, IP interaction, and inter-
professional relationships.
Unknown number of items with 4- or 5-point
Likert scales.
University in UK.
723 students from 7
disciplines.

Factor analysis: scores highly
correlated (r=.95, p<0.001)
Test-retest r=0.83.
=.71, Concurrent validity: r=.72,
p<0.001.
Tool not included; scales for IPQ
are attached.
Contact:
[email protected]
Prelicensure.
IEPS referenced to Leucht et al
1990.


Pollard et al
2008

4 subscales for 3 questionnaires:
communication and teamwork, IP learning, IP
interaction, perceptions of relationships with
colleagues.
University in UK.
Cohort 1 & 2: 275
students health
professionals on IP
curriculum. Cohort 3:
139 students from allied
health on previous
uniprofessional
curricula. Total =414
Positive correlation between
Interprofessional Relationships and
Communication and Teamwork Scales
(r=.53, p <.001).

Tool not included.
Contact:
[email protected]
Prelicensure.
Tool referenced to Pollard et al
2004, 2005.
Street et al
2007

Attitudes towards IP learning and professional
stereotyping (roles)
Modification: authors reversed wording in
items 3, 6 and 9
9-items with 5-point Likert scales.
Community setting in
UK.
160 students 2
professions.
Pre=.89, Post=.86 post
Validity: concurrent validity
established vs RIPLS.
Tool not included.
Contact:
[email protected]
Prelicensure.
Modified version. Tool
referenced to Pollard et al 2004,
2005.
Questionnaire on attitudes, knowledge and perceived skills (Unnamed)
McLeod et
al 2008

Students own perceived IP skills and
knowledge, and assesses student attitudes
toward other professions and IP practice.
26 items with 5-point Likert scales, plus 16
open-ended questions.
Universities in Canada.
25 graduate students
from 5 disciplines.

Contact: not provided
Prelicensure.
Questionnaire on knowledge and attitudes about health professions (Unnamed)
Harward et
al 2006

5 subscales: knowledge of training and skills of
health professionals; attitude toward
interdisciplinary teamwork; attitude toward
team leadership by various health
professionals; importance of care provided by
health professionals; factors in interdisciplinary
team function.
38 items with 5-point and 6-point Likert scales.
University in US.
Knowledge questions=.90
Value questions=.33
Leadership questions=.83
Importance of others roles=.76.
Tool included.
Contact: Ms Harward at
[email protected]
Prelicensure.

Questionnaire on IP teams (Unnamed)


Anderson
et al 2006

Patient case to measure interdependence of
professions, central role of the patient,
effectiveness of team, barriers to team
working, and liaison between community and
hospital teams.
19 items with 5-point Likert scales (1=negative,
5=positive).
Hospital in UK.
126 health sciences
students from 10
disciplines.
Contact: Dr E. Anderson, Senior
Lecturer in Shared Learning,
Leicester/Warwick Medical
Schools, Department of
Medical and Social Care
Education, Maurice Shock
Medical Sciences Building, PO
Box 138, University Boulevard,
Leicester LE1
9HN, UK. Tel: 44 (0)116 252 2946
Prelicensure.
Questionnaire on teamwork (Unnamed)
Insalaco et
al 2007

3 subscales: perceptions of teamwork,
responsibility aspects of stroke victim
rehabilitation, Speech Language Pathologist
(SLP) role.
30 items with 3-point Likert scales. (Authors
modified original from 5-point to 3-point).
University in US.
105 students from 3
disciplines.

None reported.
Test-retest reliability better with 5-
point Likert scales.
Questionnaire included.
Contact:
[email protected]
Postlicensure.
Specific to allied professions with
focus on SLP.
Tool referenced to Felsher & Ross
1994.
Questionnaire on IP rounds (Unnamed)
Rosen et al
2009

Satisfaction with IP rounds.
Hospital in US.
53 staff.
Postlicensure.
Questionnaire on team performance (Unnamed)
Wisborg et
al 2008

Knowledge, confidence and team performance.
No information on scoring.
Hospitals in Norway.
Unknown number of
trauma team members.
Not reported. Tools not included.
Contact: torben.wisborg@helse-
finnmark.no
Postlicensure.


Questionnaire on professional skills (Unnamed)
Tornkvist &
Hegefjard,
2008

3 out of 7 questions on perceptions of:
understanding or satisfaction with own
professional skills, skills of other professions,
teamwork in home care. (rest of questions
pertain to specific program evaluation).
6-point rating scale.

88 student in study
group and 263 in
control group.
Not reported. Questionnaire was
piloted with similar students.
Tool questions included.
Contact:
[email protected]
Prelicensure.

Outcome Level 2: Knowledge, skills, abilities
Attitudes to Community Care Questionnaire (ACCQ) (see Outcome Level 1 for description of tool)
Attitudes towards teamwork questionnaire (see Outcome Level 1 for description of tool)
BRAID Competency Survey (BCS)
DeBell et al
2008

4 competency subscales: role clarification and
affirmation, effective communication and
conflict management, participatory planning,
decision-making and problem-solving, and self-
awareness and reflective practices
12 items. Scale unknown.
Hospital & university in
Canada.
38 Health care team
members, 26 pre-
licensure students.
Contact: Keith DeBell, University
of New Brunswick Saint John
Collaboration & Satisfaction about Care Decisions (CSCD) (see Outcome Level 1 for description of tool)
Communication in the OR Survey
Awad et al
2005

Communication in operating room.
Unknown # items with 7-point Likert scales.
Operating rooms in
hospitals in US.
Unknown number of
practitioners from 3
professions.
Validated - no further details given. Partial tool included.
Postlicensure.
Competency Assessment Instrument (CAI)


Chinman et
al 2003

15 subscales - 5 related to collaboration: client
preferences, holistic approach, family
education, family involvement, team value
Mental health provider
organizations in US.
269 mental health
workers.
15 subscales=.52-.93
Total score=.90.
Test-retest reliability=.42-.78
Concurrent validity r=.51, .47
Higher education=higher score for 11
subscales (p<.05).
Tool included.
Postlicensure.

Crisis Task Completion Rate (TCR)
DeVita et al
2005

3 subscales: patient assessment and treatment
related; organizing the response; and
communication.
One set of 29 tasks defined for 5 simulator
scenarios, using the 3 subscales.
University in US.
138 health professionals
from 4 professions.
Not reported.
Inter-rater reliability: scoring by
consensus from 138 trainees and
facilitator, after reviewing video of
each simulation.
Tool described but not provided.
Contact:
[email protected]
Postlicensure.
Interdisciplinary Health Care Team Questionnaire (see Outcome Levels 1 and 3 for description of tool)
Interdisciplinary Team Performance Scale (ITPS) (see Outcome Level 1 for description of tool)
Interprofessional Education in Geriatric Care Knowledge Questionnaire
Grymonpre
et al 2010

Three surveys measuring 7 competencies:
disciplinary articulation, communication,
conflict management, flexibility, leadership,
team dynamics, goal setting.
Geriatric day hospitals
in Canada.
32 intervention
participants and 11
control participants
from 5 disciplines.
Contact:
[email protected]
Prelicensure.
Interprofessional Delirium Knowledge Test (IDKT)
Brajtman et
al 2008

Delirium case study tool. 4 areas: identification,
causes and management of delirium in
terminally ill patients, psychosocial care of
patient and family, roles of team members &
contribution to patient care, communication.
5 open-ended questions scored with rubric.
Palliative care unit in
Canada.
10 team members,
volunteers and students
from 6 professions

Tool not included.
Interprofessional Facilitation Scale (IPFS)


Sargeant et
al 2010

2 subscales: IP facilitation (7 competencies),
collaborative patient-centred practice (9
competencies).
15 items with 4-point scales.
Health professionals
working with cancer
care patients in
outpatient clinics in
Canada.
15 health disciplines.
Cronbachs =.94
Validity:
Factor 1: interitem correlations =.42 to
.64
Factor 2: interitem correlations =.47 to
.66
Tool included.
Contact: [email protected].
Postlicensure
Modified version of tool
referenced to RN-PDC (Halifax,
NS).
Northern Hospital Emergency Nurse Practitioner Staff Survey (Considine & Martin 2005)
Considine &
Martin
2005

Staffs understanding of the nurse practitioner
(NP) role in the emergency department (ED).
5 subscales: ED NP role, requirements to
become an ED NP, Advanced emergency
nursing practice, extensions to emergency
nursing practice, collaborative practice.
2 EDs in Australia.
56 medical and nursing
staff.
Cronbachs alpha=.926 (high degree of
internal consistency).
5 factors with correlation coefficients
that explain 76.7% of the variance.
Tool included.
Contact:
[email protected]
Appropriate for practice.
Although this is about staff's
understanding of NPs in the ED,
this could be adapted for other
profession.
Student Perception Survey (see Outcome Level 1 for description of tool)
Team Anomie Scale (see Outcome Level 1 for description of tool)
Team Skills Scale (TSS)
Miller &
Ishler 2001
Modified

Team skills.
Modified from original: 17 of the 20 items
related interdisciplinary team skills were
utilized. Remaining 3 attitudinal items
examined individually.
Hospital in US.
25 students from 4
disciplines.

Psychometrics from Miller et al, 1998,
and Rose et al, 1999.
Tool not included.
Prelicensure.

Curran et al
2005
Modified

Team skills.
133 students from 3
disciplines.
Prelicensure.
Tool referenced to Hepburn et al
1996.


Fulmer et al
2005

Team skills.
University and teaching
hospitals in US.
537 postgraduate
students.
Reported in Hyer et al 2000.
Cronbach's =.94.
Tool not included.
Prelicensure.
Tool referenced to Fulmer & Hyer
1998a and 1998b, Hyer et al 2002
Grymonpre
et al 2010

3 subscales: interpersonal skills, discipline-
specific skills, and geriatric care skills
32 intervention and 11
control students from 5
disciplines.
Reported in Hepburn 1998, 2002. Tool not included.
Contact:
[email protected]
Prelicensure.
Tool referenced to Sigler, 1998
and Hepburn, 2002.
Questionnaire on self-efficacy in teamwork (unnamed)
Paige et al
2009

Self-efficacy (confidence/attitudinal) in
teamwork competency.
Hospital in US.
45 staff from 3
disciplines.
Not reported. Some items included.
Postlicensure.
Questionnaire about interprofessional learning (unnamed)
Anderson
et al
2009

Knowledge gain against 8 learning outcomes.
Course design, relevance, and content;
questions address learning interprofessionally.
16 items with 5-point Likert scales. Open-ended
questions.
Hospital in UK.
178 students from
Prelicensure.
Questionnaire about effective teamwork preparation (unnamed) (also applies to Outcome Level 6)
McNair et
al 2005

Competencies in teamwork.
31 items pre/post questionnaires and 21
additional on post-questionnaire with 5-point
Likert scales.
12 open-ended questions.
University in Australia.
149 students from 4
professions.
Contact:
[email protected]
Prelicensure.
Questionnaire about leadership and motivation in interprofessional collaboration (unnamed) (also applies to Outcome Level 4)
Odegard
2007
Aspects of IP collaboration: time used on
collaboration with professionals from other
College in Norway.
134 students from 8
Contact:



organizations/services, with professionals from
their own.
Organization, and leadership and motivation.
48 items with an unknown rating scale.
disciplines in pediatric
mental health.
[email protected]
Postlicensure.
Outcome Level 3: Behaviour
Anaesthetists' non-technical skills (ANTS)
Fletcher
2003

4 subscales: task management, team working,
situation awareness, decision making.
Observer checklist. 18 items with 4-point rating
scales.
Hospitals in Scotland.
50 anaesthetists.
Inter-rater reliability: item level=.55-
.67; subscale level=.56-.65.
Cronbachs =.79-.86 for items
Tool included.
Postlicensure.
Attitudes towards teamwork questionnaire (see Outcome Level 1 for description of tool)
Behavioral Marker Audit Form for neonatal resuscitation: measuring team behaviours
Thomas et
al 2006

3 subscales: communication, leadership,
management.
Observation form. 10 items with 5-point Likert
scales.
Hospitals in US.
132 video records.
Inter-rater reliability: Team behaviours
fair (kappa coefficient k =.41.60) or
good (k = .61.80) for all teamwork
behaviours except slight (k =.21.40)
for workload management, vigilance,
and leadership
Validity: Scales weakly but significantly
correlated with independent measures
of quality.
Tool not included.
Contact:
[email protected]
Postlicensure.
Behavioural rating system
Gaba et al
1998

Observer rating scales for team behaviours in 2
emergency room team scenarios: malignant
hyperthermia and cardiac arrest.
13 team behaviours assessed with 5-point
rating scale (1=poor performance,
5=outstanding performance).
Hospitals in US.
72 residents, faculty and
certified nurse
anesthetists.
Within-group inter-rater reliability
r=.60-.93.

Partial tool included.
Contact:
[email protected]
Postlicensure.
Buchanans scale (1998) (modified)


Quoidbach
&
Hansenne
2009
Modified
Group cohesiveness .
Hospital in Belgium.
2 disciplines.
Internal consistency Cronbach's =.84
In previous studies =..83- .91.
Tool not included.
Postlicensure.
Collaborative Practice Assessment Tool (CPAT)
Schroder et
al, 2011

8 domains: Mission, meaningful purpose, goals;
general relationships; team leadership; general
role responsibilities and autonomy;
communication and information exchange;
community linkages and coordination of care;
decision-making and conflict management;
patient involvement.
57 items with 7-point Likert scales .
3 open-ended questions on teams strengths,
challenges, and help needed to improve
collaborative practice.
Practice teams in
Canada.
111 practice teams in
Canada.

Cronbachs for subscales:
Mission, Meaningful purpose, Goals=
.88, General relationships = .89, Team
leadership = .80, General role
responsibilities and autonomy; = .81,
Communication & information
exchange = .84, Community linkages &
coordination of care = .76, Decision-
making & conflict management .67,
Patient involvement= .87
Tool at:
http://meds.queensu.ca/oipep/a
ssets/CPAT_Statistical_Analysis.p
df

Contact: Anne ORiordan at
[email protected]
Postlicensure.

Communication observation instrument
Verhoef et
al 2005

Scoring form to record number of seconds
participants spend on 3 types of
communication in a team conference:
grounding messages, non-team coordination
messages, team coordination messages.
Rehabilitation clinics in
Netherlands.
20 team meetings with
patients (10 initial and
10 follow-up).
Inter-rater reliability: no significant
differences between raters.
Intra-class coefficient =.98 for initial
team conferences, for follow-up
conferences =.99.
Tool included.
Postlicensure.
Emergency medicine crisis resource management (EMCRM)
Wallin et al
2007

Observer checklist.
10 behavioural items + overall team leadership
skills item with 5-point scales.

Inter-rater reliability r=.68
Also see Gaba et al, 1998.

Tool included.
Prelicensure.
Tool referenced to Gaba et al
1998.
Group Emotional Intelligence Questionnaire


Amundson
2005

4 subscales of individual interaction norms:
perspective, interpersonal understanding,
confronting members, caring orientation; 4
subscales of group interaction norms: self
evaluation, resources for working with
emotions, fostering an affirmative
environment, proactive problem solving & 3
subscales of cross-group interaction norms:
organizational awareness, intergroup
awareness, external relations.
Health care facilities in
US.
85 professionals in 20 IP
teams
Total score=.96
Individual level=.92
Group level=.92
Cross-group level=.90
Subscales ranged=.69-.89 for 10 of 11
subscales.

Tool not included.
Contact:
[email protected]
Postlicensure.
Tool referenced to Hamme 2003
http://www.profwolff.org/GEIPar
tners/index_files/Articles/Hamm
e.dissertation%20final.pdf and
Model of Group Emotional
Competence (Druskat and Wolff
2001).
ICU Nurse-Physician Questionnaire (modified short-form)
Miller &
Ishler
2001

10 subscales: physician leadership,
communication openness within groups,
communication openness between groups,
communication timeliness, problem solving
between groups, communication satisfaction,
problem solving within groups, physician
expertise, meeting effectiveness, and technical
quality of care provided.
Hospital in US.
80 staff from 2
disciplines.
Physician leadership=.88,
Communication openness within
groups=.83, Communication openness
between groups=.88, Communication
timeliness=.64, Problem solving
between groups=.82, Problem solving
within groups=.81
Not reported for remaining subscales.
Tool not included.
Postlicensure.
Independent measure of team performance
Millward &
Jeffries
2001

4 areas: effectiveness of achieving objectives,
how well they operate as a team, cooperation
within the team, and cooperation with the
organization.
Healthcare setting in
UK.
99 staff in healthcare
setting, unknown
disciplines.
Not reported.

Tool included.
Contact: l.millward-
[email protected]
Postlicensure.
Index of Interdisciplinary Collaboration
Parker-
Oliver et al
2005

5 subscales: Interdependence, newly created
professional activities, flexibility, collective
ownership of goals, and reflection on process.
Hospice facilities in US.

77 social workers.
Total scale=.92
Interdependence= .78, Newly created
professional activities=.75,
Contact:
[email protected]
Postlicensure.


Flexibility=.62, Collective ownership of
goals =.80, Reflection on process=.82

Interdisciplinary Health Care Team Questionnaire (see Outcome Level 1 for description of tool)
Intensive Care Unit Management Attitudes Questionnaire (ICUMAQ)
Thomas et
al 2003

Teamwork climate in 2 areas: quality of
collaboration, communication,
7 items with 5-point rating scales.
Intensive care units in
hospitals in US.
2 disciplines.
Face validity reported.
Tool not included.
Contact:
[email protected]
Postlicensure.
Tool referenced to Sexton et al
2000, Helmreich et al 1993,
Helmreich et al 1984.
Interprofessional Collaboration Scale
Kenaszchuc
k et al 2010

IP collaboration among multiple health
professional groups.
3 subscales: communication, accommodation,
isolation.

(Nurse-Physician Relations Subscale of the
Nursing Work Index (NWI-NPRS) and the
subscales of the Attitudes Toward Health Care
Teams Scale (ATHCTS) were used to measure
the concurrent, convergent and discriminant
validity).
Hospitals in Canada.
Number of sample not
provided.
Cronbachs : Intercorrelations
between subscales:
Communication-Accommodation, r =
.86, Communication-Isolation, r= .78
Accommodation-Isolation, r =.77
Construct validity:
Correlations IPC as total scale: range
between r =.66 and r =.85.
Convergent validity:
Correlations between the NWI-NPRS
and the 3 IPC factors: Communication,
r= .80, Accommodation, r = .73,
Isolation, r= .67
Discriminant validity:
The IPC subscale correlations with the
ATHCTS subscales were considerably
lower (between r= .2 and .4) or
negative (-.28 and -.20).
Tool not included.
Contact:
[email protected]
Postlicensure.
Tool referenced to Lake 2002.

Medical Team Training Questionnaire


Mills et al
2008

4 subscales: organizational culture,
communication, teamwork, human factors
awareness.
26 Items with 5-point Likert scales.
Hospital in US.

233 staff from 2
disciplines.
Organizational culture=.79
Communication=.82, Teamwork=.86,
Human factors awareness=.84
Tool included.
Contact: Peter Mills: 802-295-
9363 (email unavailable).
Postlicensure.
Medication Use Processes Matrix (MUPM) (see Outcome Level 1 for description of tool)
Multidisciplinary collaboration instrument (MDC) (see Outcome Level 1 for description of tool)
Modified Collaboration and Satisfaction About Care Decisions (CSACD-N)
Dechairo-
Marino et al
2001
Modified

6 attributes of collaboration and 1 global
measure of amount of collaboration.
Tool modified to measure process on unit
vs. original which rated individual patients.
University in US.

122 nurses.

Tool not included.
Contact:
[email protected]
Prelicensure.

OR 360-Degree Teamwork Assessment Scale (ORTAS)
Paige et al
2009

Self- and peer-assessments of observable
behaviours associated with effective teamwork
(e.g., team orientation, accountability and
communication).
Hospital in US.
discipline.
Factor analysis: single factor for
individual behaviours contributing to
effective OR teamwork.
Tool not included.
Contact:[email protected]
Postlicensure.
Observational Teamwork Assessment for Surgery (OTAS)
Sevdalis et
al 2009

2 sections: Teamwork-related task checklist
(patient tasks; equipment/provisions tasks;
communication tasks), Teamwork-related
behaviours (communication, cooperation,
coordination, leadership, monitoring).
Hospital OR in UK.
Observations from 12
video recordings of
urology surgical
procedures.
Construct validity: Significant obtained
between expert raters scores for 12 of
15 behaviours.
All 5 behaviours in preoperative phase
(rs =.51 and .77); 4 of 5 behaviours in
intra-operative phase (rs =.62 and .94)
3 of 5 behaviours in postoperative
phase rs = .65 and .89). 3 of 15
significant correlations for expert-
novice pairs of raters.
Tool not included.
Contact:
[email protected]
Postlicensure.


Undre et al
2007

2 sections: Teamwork-related task checklist
(patient tasks; equipment/provisions tasks;
communication tasks), Teamwork-related
behaviours (communication, cooperation,
coordination, leadership, monitoring).
Hospital OR in UK.
Observations from 50
video recordings of
urology surgical
procedures.
Inter-rater reliability: correlations for
cooperation, coordination and
leadership: r=> .50, communication
r=.35.
Tool not included.
Contact:
[email protected].
Postlicensure.
Relational Coordination Scale
Nadolski et
al
2006
2 areas: communication (frequency, timeliness,
accuracy, and problem-solving
communication), and relationship (shared
knowledge, shared goals, and mutual respect).
7 items with 5-point Likert scales; 9 items from
Brief Symptom Inventory (BSI).
Hospital in US.
167 students and
professionals from 2
disciplines.
Internal consistency of overall score
Cronbach's =.85.
(reported in Gittell et al 2000)

Tool not included.
Tool referenced to Gittell et al
2000.

Hoffer
Gittell 2004
Original

4 areas of communication (frequent, timely,
accurate, problem-solving) and 3 areas of
relationships (shared goals, shared knowledge,
mutual respect) among 6 different care
providers around patient care coordination.
Various hospitals in the
US.
338 care providers from
6 disciplines.
Cronbach's =.86. Tool included.
Contact: Jody Hoffer Gittell,
Brandeis University, Phone:
781.736.3680.
Spanish version of Intensity of Interprofessional Collaboration (Sicotte 2002)
San Martin-
Rodriguez
et al 2008

4 areas: information sharing, common care
plan, collaboration on patient follow-up,
sharing of clinical responsibilities.
University in Spain.
disciplines.
Principle components analysis = 4
factors explaining 61.47% of variance.
Cronbach's =0.91.
Concurrent validity: Pearson
correlation coefficient between
Spanish version and similar tool=.72.
(Reported in San Martin-Rodriguez, L.,
D'Amour, D., & Leduc, N., 2007).
Tool not included.
Postlicensure.

Team Anomie Scale (see Outcome Level 1 for description of tool)
Team Climate Inventory (TCI)


Bosch et al
2008
Short
version
4 factors of team interaction: vision,
participative safety, task orientation and
support for innovation.
Primary care practices
in Netherlands.
83 providers from
various professions.
Correlations:
Between scales & measure=.75-.84
Individual factors: vision=.81,
participative safety =.79, task
orientation=.78 and support for
innovation=.82.
Individual factors r=.49.53.
Tool not included.
Postlicensure.
Kivimaki &
Elovainio
1999
Short
version

Local government in
Finland.
3015 employees.
Reliability P<.0001
High correlations between shortened
and original versions.
High bivariate correlations suggest
similar predictive validity of shortened
and original TCI (no value given).
Contact:
[email protected]
Postlicensure.
Anderson &
West 1998

38 items with 5-point and 7-point Likert scales.
Hospital management
teams in UK.
155 employees.

Internal consistency Cronbach's for
each factor =.84-.94
Intercorrelation p<0.01.

Items included.
Contact: Neil Anderson,
Goldsmiths College, University of
London, New Cross, London SE14
6NW UK.
Postlicensure.
Research use of TCI permitted.
Team Dimensions Rating Form
Morey et al
2002

Observer checklist for team behaviours with 5
teamwork dimension (e.g. apply problem
solving strategies).
5 items with 7-point rating scales (1=very poor,
7=superior)
Hospital emergency
departments in US.
Experimental
group=684 staff Control
group= 374 staff
Inter-rater reliability=.61-.81 across 5
dimensions.

Tool not included.
Contact: John C. Morey, Senior
Research Psychologist, Crew
Performance Group, Dynamics
Research Corporation, 60
Frontage Road Andover, MA
01810, USA.
Postlicensure.


Team Effectiveness Scale
Amundson
2005

2 subscales: team performance, personal and
social criterion.
Member version: 7 items with 7-point Likert
scales.
Supervisor version: 5 items with 7-point Likert
scales.
Health care facilities in
US.
various professions.
Member version =.89
Supervisor version =.58.
Pearson correlation high between
group emotional competence and
member perceived effectiveness.
Tool not included.
Author contact:
[email protected]
Postlicensure.
Team Legitimacy Questionnaire
Quoidbach
&
Hansenne
2009

1 area: team legitimacy.
Hospital in Belgium.
2 disciplines.
Internal consistency Cronbach's =.85. Tool not included.
Postlicensure.
Author notes absence of an
assessment of personality
factors.
Team Observation Scale (TOS)
Cole et al
2003

9 subscales of interdisciplinary team
functioning covering a range of behaviours.
67 items with binary (yes/no) scales.

Various care settings in
US.
26 teams with 3 to 19
staff/students from 4
professions.
Contact: Kenneth D. Cole, VA
Healthcare System, Long Beach,
CA 90822.
Anderson
et al 2008
Modified

Team behaviour displayed at team meetings
(professional roles, leadership, communication
and conflict, meeting skills, outcome).
29 items with binary (yes/no) scales and open-
ended questions.
Various primary care
settings in Canada.
51 students from 7
health care professions.

Contact:
[email protected]
Prelicensure.
Tool referenced to GITT-KIT Hyer
et al. ( 2003).
Treatment Team Functioning Checklist (also applies to Outcome Levels 5 and 6)
Singh et al
2006

Treatment team functioning: conduct of
meeting, assessments, synthesis of
assessments, patient involvement, patients
explanatory model, treatment objectives, and
Inpatient psychiatric
hospital in US.
3 teams with 6 health
Inter-rater reliability: 95% to 100%
across baseline, intervention, and
follow-up.
Tool not included.
Contact: ONE Research Institute
in Midlothian, Virginia.


tying up of loose ends.
professionals per team. Postlicensure.
Tool referenced to Treatment
Team Planning Rating Scale
(Singh 1998a) and Treatment
Team Functioning Checklist
(Singh 1998b).
Questionnaire on group processes developed in Dutch (unnamed)
Roelofsen
et al
2001

Group processes of rehabilitation team
conferences.
4 areas: Personal participation, negative socio-
emotional behaviour, result satisfaction, and
process satisfaction.
Rehabilitation centre in
Netherlands.
disciplines.
Informal leadership=.54
Process Satisfaction=.84
Result satisfaction=.76
Negative Socio-emotional
behaviour=.78
Domain structure confirmed through
Spearman's rank correlations, item-
total and item-rest correlations.
Assessed influence of social
desirability.
4 domains in adapted questionnaire
had psychometrics similar to original.
Tool included.
Postlicensure.
Tool referenced to Green and
Taber 1980.
Translated and adapted
questionnaire can be used.
Questionnaire to measure team type (unnamed)
Thylesfors
et al 2005

6 subscales: role specialization, task
interdependence, coordination, task
specialization, leadership and role
interdependence.
37 items with 3-point scales.

Hospitals in Sweden.
Sample 1=206, sample
2=131 health
professionals from
different disciplines.

For all sub-scales=.65.
Goal achievement=.89
Team climate index (17 items)=.93
Validity: Team type correlates with
perceived efficiency r=.29; p <.01 and
with team climate r=.29; p <.01.
Perceived efficiency and team climate:
positive and significant relationship
(r=.64; p <.01.
Tool not included.
E-mail:
[email protected]
Postlicensure.
Instrument constructed by an
operationalization of central
themes found in descriptions of
multi-, inter-, and trans-
professional models of team
functioning.


Predictive validity: predicted perceived
efficiency (R
2
= 0.415; F (3, 153) =
36.25; p <.001).

Questionnaire on team establishment and processes (unnamed)
Abendstern
et al 2006

1 area: Characteristics of teams establishment
and work processes. Structural characteristics:
extent of integration and specialisation. Process
indicators: assessment and care planning,
access, person-centred practice and carer
support.
No description of items or rating scale. Each
indicator measured by a combination of
individual descriptive data and responses on
items addressing 8 composite practice
standards.
Homecare services in
UK.
52 professional teams
with staff from health
and social care.
Contact:
michele.abendstern@mancheste
r.ac.uk
Postlicensure.
Questionnaire based on
literature review of nature,
extent, and quality of practice.
Team survey (unnamed)
Millward et
al
2001

4 areas: team orientation and self-regulation;
team potency; team identification; shared
mental models.
43 items with unknown scale.
Healthcare setting in
UK.
99 staff from unknown
disciplines.
Factor analysis accounted for 49.1% of
variance.
Internal reliability Cronbachs :
Team orientation and self-
regulation=.93, Team potency=.76,
Team identification=.73, Shared
mental models=.83
Tool included.
Contact: l.millward-
[email protected]
Postlicensure.
Tool referenced to Millward and
Ramsey 1998.
Authors note tool is powerful
because it does not rely solely on
self-report. It is an objective
index of effectiveness that can be
used to evaluate effect of team
development training.
Outcome Level 4: Organizational Practice


Competing Values Framework
Bosch et al
2008

4 cultures domains: group, developmental,
rational & hierarchical.

Diabetes clinics in
Netherlands.
83 practitioners treating
752 patients.

Internal Reliability Cronbachs :
Group = .64, Developmental = .51,
Rational =.46, Hierarchical = .55

Tool not included.
Contact: R Quinn, University of
New York at Albany, NY.
Postlicensure.
Tool referenced to Quinn et al
1984.
Healthcare Team Vitality Instrument (HTVI) (see Outcome Level 1 for description of tool)
Index of Interprofessional Team Collaboration for Expanded School Mental Health (IITC-ESMH) (see Outcome Level 1 for description of tool)
Survey of Organizational Attributes of Primary Care (SOAPC)
Ohman-
Strickland
et al
2006

4 areas: communication, decision-making,
stress/chaos, and history of change.
Family practices in US.
3 disciplines.
Factor analysis yielded 4 factors.

Tool included.
Contact: not reported.
Postlicensure.
Author notes measure can
reliably measure organizational
attributes relevant to family
practices. Instrument has not
been widely tested.
Questionnaire about leadership and motivation in interprofessional collaboration (unnamed) (see Outcome Level 2 for description of tool)
Questionnaire on teamwork (unnamed)
Korner
2010

2 subscales: structure orientation (objective
orientation and task accomplishment), person
orientation (cohesion [confidence, social
support and respect] and willingness to accept
responsibility).
24 items using binary comments.
Medical rehabilitation
clinics in Germany.
378 from all groups of
health care
professionals.

Not reported.

Tool not included.
Contact:
[email protected]
freiburg.de
Postlicensure.
Allows for description of
cooperation in a team and
suggestions for team
development.



Outcome Level 5: Patient Satisfaction
Child Perception of Specialty Care
Naar-King
et al
2002

3 subscales: general satisfaction, worth, &
access.
Hospital in US.
63 children.
General Satisfaction scale=.92, Worth
scale=.84, Access scale=.83
Tool included.
Contact:
[email protected]
Patients (children).
Tool referenced to Naar-King
2001.
Parent Perception of Specialty Care
Naar-King
et al
2002

3 subscales: general satisfaction, worth, access.
Hospital in US.
345 parents.
General satisfaction scale=.92
Worth=.84
Access=.83

Contact:
[email protected]
General public.
Tool referenced to Perception of
Procedures Questionnaire (Kazak
et al 1996) and Service
Satisfaction Scale (Attkisson &
Greenfield 1996). Authors note
importance of including
assessment of other outcomes
and linking program processes
with program outcomes.
Patient satisfaction with multidisciplinary meeting
Choy et al
2007

1 area: patients satisfaction with
multidisciplinary meeting.
22 patients.
Contact:
[email protected]
Patients.
Patient Satisfaction Survey
Morey et al
2002
Patients evaluate whether teamwork
behaviours are evident in care.
Hospital emergency
departments in US.
Internal consistency Cronbachs =.97 Tool not included.
Contact: John C. Morey, Senior



12 items with 7-point scale (strongly disagree
to strongly agree).
6 experimental sites and
3 control sites (N not
provided).
Research Psychologist, Crew
Performance Group, Dynamics
Research Corporation, 60
Frontage Road Andover, MA
01810.
Patients.
Patient Survey
Preen et al
2005

6 areas: satisfaction with hospital discharge,
understanding of and confidence with post-
discharge expectations, satisfaction with
discharge personnel, availability of post-
hospital services, patient involvement with
discharge planning, and post-discharge general
practitioner follow-up
Hospitals in Australia.
128 patients.
Pre-study assessment of inter-
observer and intra-subject reliability
yielded >95% agreement.
Tool included.
Contact:
[email protected]
Patients.
Authors note that validity and
reliability of tool for use with
chronically ill patients has been
demonstrated in literature, and it
has been compared favourably to
the SF-36.
Satisfaction With Treatment Team Planning Rating Scale
Singh et al
2006

Patient satisfaction with treatment team
planning.

Inpatient psychiatric
hospital in US.
18 health professionals
from 6 disciplines
Inter-rater reliability=95% to 100%
across baseline, intervention, and
follow-up.
Tool not included.
Patients.
Tool referenced to Singh 1998a.
Treatment Team Functioning Checklist (see Outcome Level 3 for description of tool)
Questionnaire on patient perspectives on IP rounds (unnamed)
Rosen et al
2009

Patient perspectives on IP rounds.
Hospital in US.
10 patients.
Patients.
Outcome Level 6: Provider Satisfaction
Administrative Support questionnaire


Smits et al
2003

Degree to which medical, nursing and hospital
administration hinders or helps teams efforts
to achieve optimal patient outcomes.
Unknown number of items with 11-point rating
scales (-5=maximum hindrance; 0=neither
hindered or helped; +5=maximum help).
Hospitals in US.
members.
Internal consistency Cronbachs =.84 Tool not included.
Contact:
[email protected]
Postlicensure.
Attending Physician Support questionnaire
Smits et al
2003
Modified

Degree of help, concern, and friendship shown
to rehabilitation team members by the
attending physician who leads the team.
9 items with true/false responses.
Hospitals in US.
members.
See Shortell et al 1995.

Tool not included.
Contact:
[email protected]
Postlicensure.
Tool referenced to Group
Environment Scale, Moos 1986.
Collaboration and Satisfaction About Decision Care (CSACD)
Baggs 1994

Nurse-physician or allied health professional
collaboration associated with making specific
patient care decisions.
6 items with 7-point Likert scales, 1 item on
amount of collaboration with 7-Likert scales.

Hospital in US.
58 staff from 2
professions.

6 critical-attribute collaboration
items=.93.
Correlation between two satisfaction
items r=.64.
Correlation with global collaboration
items r=.78 vs r=.50
Criterion validity: correlation between
global collaboration total of 6 critical
attribute items r=.87.
Correlation between collaboration
and satisfaction with decision-making
process r=.69.
Correlation between collaboration and
satisfaction with decision r=.50.
Factor analysis loadings for 6 items
ranged from .82 to .93.
Tool included.
Contact: Judith Gedney Baggs
PbD RN Assistant Professor. Box
SON, School of Nursing,
University of Rochester Medical
Center. Rochester, New York
14642, USA
Postlicensure.
Authors suggested responses can
be linked to specific patient
outcomes (e.g., length of stay,
mortality and morbidity) and
provider outcomes (e.g., job
satisfaction and retention of
nurses).


Dieleman et
al 2004

Nurse-physician or allied health professional
collaboration associated with making specific
patient care decisions.
6 items with 7-point Likert scales, 1 item on
amount of collaboration with 7-point Likert
scales.
Hospital in Canada.
22 professionals in 4
disciplines.

at Time 1.
Tool not included.
Postlicensure.
Tool referenced to Baggs 1994.
General Practitioner Survey
Preen et al
2005

4 areas: hospital-general practitioner
communication, satisfaction with their patient's
discharge, involvement in discharge planning,
and efficacy of the discharge plan.
Hospitals in Australia.
107 physicians.
Contact:
[email protected]
Postlicensure.
Survey items were developed
from a series of focus groups.
Hospital Culture questionnaire
Smits et al
2003

5 subscales: hospital character; managers;
cohesion; emphases; rewards.
20 items. Respondents asked to distribute 100
points among 4 competing descriptions of
hospital cultures (A,B,C,D) to indicate how
similar they are to the respondents hospital.
Scores for all 5 subscales are summed; possible
range =0-500.
Hospitals in US.
members.
See Shortell et al 1995.

Tool not included.
Contact:
[email protected]
Postlicensure.
Tool referenced to Shortell et al
1995.
Physician Involvement Questionnaire
Smits et al
2003

Attending physicians efforts in activities likely
to affect team performance, e.g. coordinate
the activities of the different rehab team
members.
9 items with 7-point rating scales.
Hospitals in US.
members.
Internal consistency Cronbachs = .93 Tool not included.
Contact:
[email protected]
Postlicensure.
Physician satisfaction with multidisciplinary meeting


Choy et al
2007

1 area: clinicians' satisfaction with
multidisciplinary meeting.
17 clinicians.
Contact:
[email protected]
Postlicensure.
Provider judgement of family participation in care meetings (see Outcome Level 1 for description of tool)
Questionnaire on Staff Satisfaction in Medical Rehabilitation
Korner
2010

3 subscales: workplace atmosphere,
leadership, organization and communication.
31 items in binary six-degree form . The
possible scores on rating scale (16) are
transformed to values of 05, and then
transformed to averages from 0 to 10.

Rehabilitation centre in
Germany.
many professions.

Factor analysis conducted.
Internal consistency Cronbachs =.86-
.95.
Average resolution of items =.61-.73.
Scales correlate highly (r=.61.81) with
independent indicators for job
satisfaction. Correlation with non-
related individual items is low (r=.11
.54).
(as reported by Farin et al 2002)
Tool not included.
Contact:
[email protected]
freiburg.de
Postlicensure.
Tool referenced to Farin et al
2002 (German).

Satisfaction Survey
Curran et al
2010a

Attitudes towards teamwork and teamwork
abilities.
137 professionals.
Prelicensure.
al 1999.
Curran et al
2010b

Extent to which module enhanced knowledge
and understanding of IP teamwork, role of their
professions and others, organization and design
of module.
4099 students from
Prelicensure.
Tool referenced to Heinemann
1999.
Satisfaction With Treatment Team Planning Rating Scale
Singh et al
2006
Staff satisfaction with team treatment
planning.
Psychiatric hospital US.
Reliability of assessments between
independent rater and mentor
Tool not included.


10 items with 4-point Likert scales. several disciplines. computed across baseline and
intervention sessions and 4 follow-up
sessions.
Inter-rater reliability=95-100% across
baseline, intervention, and follow-up.
Postlicensure.
Supervisor Expectations questionnaire
Smits et al
2003

Supervisor expectations as perceived by team
members, e.g., developing co-treatment plans
with other rehab professionals.
6 items with 7-point rating scales (1=not
important; 7=very important).
Hospitals in US.
members.
=.80.
Tool not included.
Contact:
[email protected]
Postlicensure.
Treatment Team Functioning Checklist (see Outcome Levels 3 and 5 for description of tool)
Questionnaire about effective teamwork preparation (unnamed) (see Outcome Level 2 for description of tool)

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