Interprofessional RelationsHRSAIPENCT03913169
Interprofessional Practice Education for Health Professional Students
A study testing Educational Implementation of Interprofessional Curriculum in people with Interprofessional Relations, run by Pacific Northwest University of Health Sciences at 2 sites in United States.
Trial summary
The interprofessional practice \& education curriculum for the students to be employed in this study will include five modalities in a scaffolded structure progressing from low- to high-fidelity experiences over a two-year period: (1) classroom didactic sessions; (2) simulation laboratory sessions; (3) standardized… Read more about this study
- Who is it for?
- Any ageHealthy volunteers can take part
- Conditions the study is for
- Interprofessional Relations
- What is being tested?
- Educational Implementation of Interprofessional Curriculum
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 1,806 participants
- Where
- 2 sitesUnited States
- Study dates
- 19 Aug 2015to 3 Mar 2021
- Phase
- Interventional
- Are there results?
- None posted in the registry
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages Any age
- All sexes
- Healthy volunteers accepted
- Child, Adult, Older adult
Who may be able to join
- Students:
- Doctor of osteopathic medical students at Pacific Northwest University of Health Sciences
- Physician Assistant students at Heritage University
- Participants must also be over the legal age of consent
- Clinicians (Preceptors):
- Affiliated Preceptors of Doctor of osteopathic medical students at Pacific Northwest University of Health Sciences
Show all 18Show fewer
- Affiliated Preceptors of Physician Assistant students at Heritage University
- Participants must also be over the legal age of consent
- Interested in participating in this study by choosing whether they will complete the surveys.
- The five sites where this project will occur are already engaged in clinical case conferences and clinical rotations.
- Patients:
- Patients included in this study must have a minimum of two conditions/diagnoses identified, such as diabetes, hypertension and coronary artery disease.
- These conditions could also include mental diagnoses, socioeconomic group, or other social determinants of health.
- Participants must also be over the legal age of consent.
- Faculty:
- Faculty of the Doctor of osteopathic medical students at Pacific Northwest University of Health Sciences teaching specific concepts of Interprofessional Practice
- Faculty of the Physician Assistant students at Heritage University teaching specific concepts of Interprofessional Practice
- Participants must also be over the legal age of consent
Who cannot join
- Not enrolled as a student at Pacific Northwest University of Health Sciences Doctor of Osteopathic Medicine or Heritage University Physician Assistant Program
- Not an affiliated and approved clinical site of Pacific Northwest University of Health Sciences Doctor of Osteopathic Medicine or Heritage University Physician Assistant Program
- Patients unable to read or understand English at a 6th grade level
Trial locations and contacts
2 sites in 1 country.
United States2 sites
Heritage University
Toppenish, Washington, 98948
Pacific northwest university of health sciences
Yakima, Washington, 98901
About this study
Official title: Interprofessional Practice Education for Health Professional Students in Rural Communities
The interprofessional practice \& education curriculum for the students to be employed in this study will include five modalities in a scaffolded structure progressing from low- to high-fidelity experiences over a two-year period: (1) classroom didactic sessions; (2) simulation laboratory sessions; (3) standardized patient sessions; (4) community-based clinical case conferences; and, (5) community-based interprofessional rotations. Clinicians will experience many of the same learning experiences as the students, but will differ in the level of education and its focus. Clinicians and faculty will be taught the concepts of interprofessional practice \& education, the same as the students, but they will also be taught how to educate students using interprofessional practice \& education.
Read the detailed description
The purpose of this prospective cohort study, which will utilize anonymous data, is to describe the impact of the interprofessional practice \& education project in four categories:
- Change in student knowledge, skill, and attitudes regarding interprofessional practice \& education.
- Student selection and entrance into primary care in rural settings and/or with underserved populations.
- Patient and family members' perceptions of interprofessional practice \& education encounters.
- Clinicians' experiences with interprofessional practice \& education and perceptions of it.
Research Questions:
- How do students' knowledge, skill, and attitudes change regarding interprofessional practice \& education as measured by pre/post electronic surveys?
- What is the difference in the rate of entrance of graduates into primary care disciplines, settings that serve rural patients, and settings that serve underserved patients?
- What are patients' and their families' perceptions of interprofessional practice \& education encounters as measured by anonymous paper surveys.
- What prior experiences and education do clinicians have with interprofessional practice \& education?
- How do clinicians' knowledge, skill, and attitudes change regarding interprofessional practice \& education as measured by pre/post electronic surveys?
- Conditions
- Interprofessional Relations
- Being tested
- Educational Implementation of Interprofessional Curriculum
- Keywords
- Interprofessional Education, Medical Education, Interprofessional Practice, Doctor of Osteopathic Medicine, Physician Assistant
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Educational Implementation of Interprofessional CurriculumOther
The intervention utilized in this project will involve a 2-year curriculum. The year one/pre-clinical curriculum will be presented to pre-clinical doctor of osteopathic medical students (DO) and physician assistant students (PA) students. The year two/clinical curriculum will be presented to third year DO students and second year PA students once clinic sites are identified.
| Study group | Role | What they receive |
|---|---|---|
| Students in Interprofessional Education Curriculum | Other | The interprofessional intervention for the students to be employed in this study will include five modalities in a scaffolded structure progressing from low- to high-fidelity experiences over a two-year period: (1) classroom didactic sessions; (2) simulation laboratory sessions; (3) standardized patient sessions; (4) community-based clinical case conferences; and, (5) community-based interprofessional rotations. Receives: Other: Educational Implementation of Interprofessional Curriculum |
| Patients Experience with Interprofessional Care | Other | For patients and their families, those who receive care from an Interprofessional team will receive the usual health care they normally receive at the participating clinics. In many cases patients already receive this care, but are unaware of it. Most of what occurs in Interprofessional practice happens outside of the patient encounter. For patients the process is generally invisible, but its affects are felt in terms of better communications with the patient. In this study, patients will be informed as usual about the presence of students as learners and will have the opportunity to decline student involvement in their care. The only difference for the patients and their families will be a request to fill out a survey form on paper indicating their perception of the experience in terms of quality of care and its potential impact on their access to care. Receives: Other: Educational Implementation of Interprofessional Curriculum |
| Clinician (Preceptor) Interprofessional Education Curriculum | Other | Clinicians will experience many of the same learning experiences as the students, but will differ in the level of education and its focus. Clinicians and faculty will be taught the concepts of Interprofessional education, the same as the students, but they will also be taught how to educate students using Interprofessional practices. Receives: Other: Educational Implementation of Interprofessional Curriculum |
| Faculty in Interprofessional Education Curriculum | Other | Doctor of Osteopathic Medicine and Physician Assistant Faculty will be taught the concepts of Interprofessional education, the same as the students, but they will also be taught how to educate students using Interprofessional practices. Receives: Other: Educational Implementation of Interprofessional Curriculum |
What is being measured
The primary outcome is the main question the study is designed to answer.
Changes in Knowledge of Interprofessional Care and Practice Scores
Changes in Knowledge of Interprofessional Care and Practice Scores. The Knowledge of Interprofessional Care and Practice is designed to measure knowledge of under the umbrella of interprofessional collaborative practice over time. It is a 20 item quiz broken into 5 domains. Where incorrect answers "0" (to a very low knowledge) and correct answers "20" (to a very high knowledge).
Measured: Baseline and approximately 12-months from baseline
Changes in Knowledge of Interprofessional Care and Practice Scores
Changes in Knowledge of Interprofessional Care and Practice Scores. The Knowledge of Interprofessional Care and Practice is designed to measure knowledge of under the umbrella of interprofessional collaborative practice over time. It is a 20 item quiz broken into 5 domains. Where incorrect answers "0" (to a very low knowledge) and correct answers "20" (to a very high knowledge).
Measured: Approximately 12-months to 24-months from baseline
Changes in Knowledge of Interprofessional Care and Practice Scores
Changes in Knowledge of Interprofessional Care and Practice Scores. The Knowledge of Interprofessional Care and Practice is designed to measure knowledge of under the umbrella of interprofessional collaborative practice over time. It is a 20 item quiz broken into 5 domains. Where incorrect answers "0" (to a very low knowledge) and correct answers "20" (to a very high knowledge).
Measured: Episodic from Baseline to 24-months from baseline
Changes in Interprofessional Learning Readiness Scale Scores
Changes in Interprofessional Learning Readiness Scale Scores. Interprofessional Learning Readiness Scale is designed to assess learning readiness/attitudes of health sciences students towards interprofessional teamwork and education perceptions of interprofessional collaboration Self-report (e.g., survey, questionnaire, self-rating), 18-item, 6-point likert-type scale ranging from strongly agree (6) to strongly disagree (1). A higher number indicating a stronger readiness versus a lower score.
Measured: Baseline and approximately 12-months from baseline
Changes in Interprofessional Learning Readiness Scale Scores
Changes in Interprofessional Learning Readiness Scale Scores. Interprofessional Learning Readiness Scale is designed to assess learning readiness/attitudes of health sciences students towards interprofessional teamwork and education perceptions of interprofessional collaboration Self-report (e.g., survey, questionnaire, self-rating), 18-item, 6-point likert-type scale ranging from strongly agree (6) to strongly disagree (1). A higher number indicating a stronger readiness versus a lower score.
Measured: Approximately 12-months to 24-months from baseline
Changes in Interprofessional Learning Readiness Scale Scores
Changes in Interprofessional Learning Readiness Scale Scores. Interprofessional Learning Readiness Scale is designed to assess learning readiness/attitudes of health sciences students towards interprofessional teamwork and education perceptions of interprofessional collaboration Self-report (e.g., survey, questionnaire, self-rating), 18-item, 6-point likert-type scale ranging from strongly agree (6) to strongly disagree (1). A higher number indicating a stronger readiness versus a lower score.
Measured: Episodic from Baseline to 24-months from baseline
Changes in Team Performance Observation Tool Ratings
Changes in Team Performance Observation Tool Ratings. The Performance Observation Tool (TPOT) is a TeamSTEPPS®curriculum instrument that can be utilized to evaluate the effectiveness of team performance. It is a 5 domain, 23 item rating for the team. Rating Scale: 1 = Very Poor, 2 = Poor, 3 = Acceptable, 4 = Good, and 5 = Excellent. Where total ratings of "23" indicate low team performance and "115" indicate high team performance.
Measured: Baseline and approximately 12-months from baseline
Changes in Team Performance Observation Tool Ratings
Changes in Team Performance Observation Tool Ratings. The Performance Observation Tool (TPOT) is a TeamSTEPPS®curriculum instrument that can be utilized to evaluate the effectiveness of team performance. It is a 5 domain, 23 item rating for the team. Rating Scale: 1 = Very Poor, 2 = Poor, 3 = Acceptable, 4 = Good, and 5 = Excellent. Where total ratings of "23" indicate low team performance and "115" indicate high team performance.
Measured: Approximately 12-months to 24-months from baseline
Changes in Team Performance Observation Tool Ratings
Changes in Team Performance Observation Tool Ratings. The Performance Observation Tool (TPOT) is a TeamSTEPPS®curriculum instrument that can be utilized to evaluate the effectiveness of team performance. It is a 5 domain, 23 item rating for the team. Rating Scale: 1 = Very Poor, 2 = Poor, 3 = Acceptable, 4 = Good, and 5 = Excellent. Where total ratings of "23" indicate low team performance and "115" indicate high team performance.
Measured: Episodic during Baseline to Throughout 24-months
Total Scores of Patient Perceived Quality of Care
The Patient Perceived Quality of Care satisfaction of the care the patient received with the collaborative and communicative aspects of care teams. The satisfaction is determined by this 7-item rating system of Yes- 3; Partly -2; No - 1; and Does not Apply - 0. Where total ratings of "0" indicate low perceived quality of care and "21" indicate high perceived quality of care.
Measured: Episodic from Baseline to 24-months from baseline
Changes in Perception of Interprofessional Collaboration Model Questionnaire.
The Perception of Interprofessional Collaboration Model Questionnaire is designed to assess perceptions of interprofessional collaboration on the individual, group, and organizational levels for professionals in the domain of mental health care for children and adolescents. Self-report (e.g., survey, questionnaire, self-rating), 12 constructs 48-item, 7-point Likert-type scale ranging from strongly agree (1) to strongly disagree (7).
Measured: Baseline and approximately 12-months from baseline
Changes in Perception of Interprofessional Collaboration Model Questionnaire.
The Perception of Interprofessional Collaboration Model Questionnaire is designed to assess perceptions of interprofessional collaboration on the individual, group, and organizational levels for professionals in the domain of mental health care for children and adolescents. Self-report (e.g., survey, questionnaire, self-rating), 12 constructs 48-item, 7-point Likert-type scale ranging from strongly agree (1) to strongly disagree (7).
Measured: Approximately 12-months to 24-months from baseline
Changes in Perception of Interprofessional Collaboration Model Questionnaire.
The Perception of Interprofessional Collaboration Model Questionnaire is designed to assess perceptions of interprofessional collaboration on the individual, group, and organizational levels for professionals in the domain of mental health care for children and adolescents. Self-report (e.g., survey, questionnaire, self-rating), 12 constructs 48-item, 7-point Likert-type scale ranging from strongly agree (1) to strongly disagree (7).
Measured: Episodic from Baseline to 24-months from baseline
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted12 Apr 2019
- Study start19 Aug 2015
- Primary completion30 Dec 2020
- Study completion3 Mar 2021
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Interprofessional RelationsStudies of the same condition, open and under way.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Health services research
- Allocation
- Non-randomised
- Intervention model
- Single group
- Model description
- The intervention utilized in this project will involve a 2-year curriculum. The year one/pre-clinical curriculum will be presented to pre-clinical DO and PA students. The year two/clinical curriculum will be presented to third year Doctor of Osteopathic Medicine (DO) students and second year Physician Assistant (PA) students once clinic sites are identified.
- Masking
- None (open label)
- Enrolment
- 1,806 participants (actual)
Sponsor and investigators
- Lead sponsor
- Pacific Northwest University of Health Sciences
- Sponsor type
- University, hospital or other
- Collaborators
- Health Resources and Services Administration (HRSA)
- Responsible party
- Sponsor
- Investigators
- Keith Monosky, PhD, Principal investigator, Pacific Northwest University of Health Sciences
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT03913169
- Sponsor's protocol ID
- 2015-E-04
- Acronym
- HRSAIPE
- Status last verified
- Jul 2026
- First submitted
- 8 Apr 2019
- Last updated
- 15 Jul 2026
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 15 Jul 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Interprofessional Practice Education for Health Professional Students in Rural Communities
- ClinicalTrials.gov ID
- NCT03913169
- Acronym / sponsor ID
- HRSAIPE / 2015-E-04
- Conditions
- Interprofessional Relations
- Keywords
- Interprofessional Education, Medical Education, Interprofessional Practice, Doctor of Osteopathic Medicine, Physician Assistant
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 1,806 participants (actual)
- Lead sponsor
- Pacific Northwest University of Health SciencesUniversity, hospital or other
- Collaborators
- Health Resources and Services Administration (HRSA)
- Study start
- 19 Aug 2015 (actual)
- Primary completion
- 30 Dec 2020 (actual)
- Study completion
- 3 Mar 2021 (actual)
- First posted
- 12 Apr 2019 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
The interprofessional practice \& education curriculum for the students to be employed in this study will include five modalities in a scaffolded structure progressing from low- to high-fidelity experiences over a two-year period: (1) classroom didactic sessions; (2) simulation laboratory sessions; (3) standardized patient sessions; (4) community-based clinical case conferences; and, (5) community-based interprofessional rotations. Clinicians will experience many of the same learning experiences as the students, but will differ in the level of education and its focus. Clinicians and faculty will be taught the concepts of interprofessional practice \& education, the same as the students, but they will also be taught how to educate students using interprofessional practice \& education.
Detailed description
The purpose of this prospective cohort study, which will utilize anonymous data, is to describe the impact of the interprofessional practice \& education project in four categories:
- Change in student knowledge, skill, and attitudes regarding interprofessional practice \& education.
- Student selection and entrance into primary care in rural settings and/or with underserved populations.
- Patient and family members' perceptions of interprofessional practice \& education encounters.
- Clinicians' experiences with interprofessional practice \& education and perceptions of it.
Research Questions:
- How do students' knowledge, skill, and attitudes change regarding interprofessional practice \& education as measured by pre/post electronic surveys?
- What is the difference in the rate of entrance of graduates into primary care disciplines, settings that serve rural patients, and settings that serve underserved patients?
- What are patients' and their families' perceptions of interprofessional practice \& education encounters as measured by anonymous paper surveys.
- What prior experiences and education do clinicians have with interprofessional practice \& education?
- How do clinicians' knowledge, skill, and attitudes change regarding interprofessional practice \& education as measured by pre/post electronic surveys?
Study design
- Primary purpose
- Health services research
- Allocation
- Non-randomised
- Intervention model
- Single group
- Masking
- None (open label)
- Number of arms
- 4
- Model description
- The intervention utilized in this project will involve a 2-year curriculum. The year one/pre-clinical curriculum will be presented to pre-clinical DO and PA students. The year two/clinical curriculum will be presented to third year Doctor of Osteopathic Medicine (DO) students and second year Physician Assistant (PA) students once clinic sites are identified.
| Arm | Type | Receives |
|---|---|---|
| Students in Interprofessional Education Curriculum | Other | Other: Educational Implementation of Interprofessional CurriculumThe interprofessional intervention for the students to be employed in this study will include five modalities in a scaffolded structure progressing from low- to high-fidelity experiences over a two-year period: (1) classroom didactic sessions; (2) simulation laboratory sessions; (3) standardized patient sessions; (4) community-based clinical case conferences; and, (5) community-based interprofessional rotations. |
| Patients Experience with Interprofessional Care | Other | Other: Educational Implementation of Interprofessional CurriculumFor patients and their families, those who receive care from an Interprofessional team will receive the usual health care they normally receive at the participating clinics. In many cases patients already receive this care, but are unaware of it. Most of what occurs in Interprofessional practice happens outside of the patient encounter. For patients the process is generally invisible, but its affects are felt in terms of better communications with the patient. In this study, patients will be informed as usual about the presence of students as learners and will have the opportunity to decline student involvement in their care. The only difference for the patients and their families will be a request to fill out a survey form on paper indicating their perception of the experience in terms of quality of care and its potential impact on their access to care. |
| Clinician (Preceptor) Interprofessional Education Curriculum | Other | Other: Educational Implementation of Interprofessional CurriculumClinicians will experience many of the same learning experiences as the students, but will differ in the level of education and its focus. Clinicians and faculty will be taught the concepts of Interprofessional education, the same as the students, but they will also be taught how to educate students using Interprofessional practices. |
| Faculty in Interprofessional Education Curriculum | Other | Other: Educational Implementation of Interprofessional CurriculumDoctor of Osteopathic Medicine and Physician Assistant Faculty will be taught the concepts of Interprofessional education, the same as the students, but they will also be taught how to educate students using Interprofessional practices. |
Who may qualify
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Child, Adult, Older adult
Key inclusion criteria (18 listed)
- Doctor of osteopathic medical students at Pacific Northwest University of Health Sciences
- Physician Assistant students at Heritage University
- Participants must also be over the legal age of consent
- Affiliated Preceptors of Doctor of osteopathic medical students at Pacific Northwest University of Health Sciences
- Affiliated Preceptors of Physician Assistant students at Heritage University
Key exclusion criteria (3 listed)
- Not enrolled as a student at Pacific Northwest University of Health Sciences Doctor of Osteopathic Medicine or Heritage University Physician Assistant Program
- Not an affiliated and approved clinical site of Pacific Northwest University of Health Sciences Doctor of Osteopathic Medicine or Heritage University Physician Assistant Program
- Patients unable to read or understand English at a 6th grade level
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Educational Implementation of Interprofessional CurriculumThe intervention utilized in this project will involve a 2-year curriculum. The year one/pre-clinical curriculum will be presented to pre-clinical doctor of osteopathic medical students (DO) and physician assistant students (PA) students. The year two/clinical curriculum will be presented to third year DO students and second year PA students once clinic sites are identified. | Other | Clinician (Preceptor) Interprofessional Education Curriculum, Faculty in Interprofessional Education Curriculum, Patients Experience with Interprofessional Care, Students in Interprofessional Education Curriculum |
Primary outcome
Changes in Knowledge of Interprofessional Care and Practice Scores
Time frame: Baseline and approximately 12-months from baseline
Changes in Knowledge of Interprofessional Care and Practice Scores. The Knowledge of Interprofessional Care and Practice is designed to measure knowledge of under the umbrella of interprofessional collaborative practice over time. It is a 20 item quiz broken into 5 domains. Where incorrect answers "0" (to a very low knowledge) and correct answers "20" (to a very high knowledge).
Changes in Knowledge of Interprofessional Care and Practice Scores
Time frame: Approximately 12-months to 24-months from baseline
Changes in Knowledge of Interprofessional Care and Practice Scores. The Knowledge of Interprofessional Care and Practice is designed to measure knowledge of under the umbrella of interprofessional collaborative practice over time. It is a 20 item quiz broken into 5 domains. Where incorrect answers "0" (to a very low knowledge) and correct answers "20" (to a very high knowledge).
Changes in Knowledge of Interprofessional Care and Practice Scores
Time frame: Episodic from Baseline to 24-months from baseline
Changes in Knowledge of Interprofessional Care and Practice Scores. The Knowledge of Interprofessional Care and Practice is designed to measure knowledge of under the umbrella of interprofessional collaborative practice over time. It is a 20 item quiz broken into 5 domains. Where incorrect answers "0" (to a very low knowledge) and correct answers "20" (to a very high knowledge).
Changes in Interprofessional Learning Readiness Scale Scores
Time frame: Baseline and approximately 12-months from baseline
Changes in Interprofessional Learning Readiness Scale Scores. Interprofessional Learning Readiness Scale is designed to assess learning readiness/attitudes of health sciences students towards interprofessional teamwork and education perceptions of interprofessional collaboration Self-report (e.g., survey, questionnaire, self-rating), 18-item, 6-point likert-type scale ranging from strongly agree (6) to strongly disagree (1). A higher number indicating a stronger readiness versus a lower score.
Changes in Interprofessional Learning Readiness Scale Scores
Time frame: Approximately 12-months to 24-months from baseline
Changes in Interprofessional Learning Readiness Scale Scores. Interprofessional Learning Readiness Scale is designed to assess learning readiness/attitudes of health sciences students towards interprofessional teamwork and education perceptions of interprofessional collaboration Self-report (e.g., survey, questionnaire, self-rating), 18-item, 6-point likert-type scale ranging from strongly agree (6) to strongly disagree (1). A higher number indicating a stronger readiness versus a lower score.
Changes in Interprofessional Learning Readiness Scale Scores
Time frame: Episodic from Baseline to 24-months from baseline
Changes in Interprofessional Learning Readiness Scale Scores. Interprofessional Learning Readiness Scale is designed to assess learning readiness/attitudes of health sciences students towards interprofessional teamwork and education perceptions of interprofessional collaboration Self-report (e.g., survey, questionnaire, self-rating), 18-item, 6-point likert-type scale ranging from strongly agree (6) to strongly disagree (1). A higher number indicating a stronger readiness versus a lower score.
Changes in Team Performance Observation Tool Ratings
Time frame: Baseline and approximately 12-months from baseline
Changes in Team Performance Observation Tool Ratings. The Performance Observation Tool (TPOT) is a TeamSTEPPS®curriculum instrument that can be utilized to evaluate the effectiveness of team performance. It is a 5 domain, 23 item rating for the team. Rating Scale: 1 = Very Poor, 2 = Poor, 3 = Acceptable, 4 = Good, and 5 = Excellent. Where total ratings of "23" indicate low team performance and "115" indicate high team performance.
Changes in Team Performance Observation Tool Ratings
Time frame: Approximately 12-months to 24-months from baseline
Changes in Team Performance Observation Tool Ratings. The Performance Observation Tool (TPOT) is a TeamSTEPPS®curriculum instrument that can be utilized to evaluate the effectiveness of team performance. It is a 5 domain, 23 item rating for the team. Rating Scale: 1 = Very Poor, 2 = Poor, 3 = Acceptable, 4 = Good, and 5 = Excellent. Where total ratings of "23" indicate low team performance and "115" indicate high team performance.
Changes in Team Performance Observation Tool Ratings
Time frame: Episodic during Baseline to Throughout 24-months
Changes in Team Performance Observation Tool Ratings. The Performance Observation Tool (TPOT) is a TeamSTEPPS®curriculum instrument that can be utilized to evaluate the effectiveness of team performance. It is a 5 domain, 23 item rating for the team. Rating Scale: 1 = Very Poor, 2 = Poor, 3 = Acceptable, 4 = Good, and 5 = Excellent. Where total ratings of "23" indicate low team performance and "115" indicate high team performance.
Total Scores of Patient Perceived Quality of Care
Time frame: Episodic from Baseline to 24-months from baseline
The Patient Perceived Quality of Care satisfaction of the care the patient received with the collaborative and communicative aspects of care teams. The satisfaction is determined by this 7-item rating system of Yes- 3; Partly -2; No - 1; and Does not Apply - 0. Where total ratings of "0" indicate low perceived quality of care and "21" indicate high perceived quality of care.
Changes in Perception of Interprofessional Collaboration Model Questionnaire.
Time frame: Baseline and approximately 12-months from baseline
The Perception of Interprofessional Collaboration Model Questionnaire is designed to assess perceptions of interprofessional collaboration on the individual, group, and organizational levels for professionals in the domain of mental health care for children and adolescents. Self-report (e.g., survey, questionnaire, self-rating), 12 constructs 48-item, 7-point Likert-type scale ranging from strongly agree (1) to strongly disagree (7).
Changes in Perception of Interprofessional Collaboration Model Questionnaire.
Time frame: Approximately 12-months to 24-months from baseline
The Perception of Interprofessional Collaboration Model Questionnaire is designed to assess perceptions of interprofessional collaboration on the individual, group, and organizational levels for professionals in the domain of mental health care for children and adolescents. Self-report (e.g., survey, questionnaire, self-rating), 12 constructs 48-item, 7-point Likert-type scale ranging from strongly agree (1) to strongly disagree (7).
Changes in Perception of Interprofessional Collaboration Model Questionnaire.
Time frame: Episodic from Baseline to 24-months from baseline
The Perception of Interprofessional Collaboration Model Questionnaire is designed to assess perceptions of interprofessional collaboration on the individual, group, and organizational levels for professionals in the domain of mental health care for children and adolescents. Self-report (e.g., survey, questionnaire, self-rating), 12 constructs 48-item, 7-point Likert-type scale ranging from strongly agree (1) to strongly disagree (7).
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 15 Jul 2026.
- Individual participant dataSharing planned: No
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part. This study is not recruiting at the moment.
Keith Monosky, PhD principal investigator
Pacific Northwest University of Health Sciences
2 sites in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Educational Implementation of Interprofessional Curriculum in people with Interprofessional Relations, run by Pacific Northwest University of Health Sciences at 2 sites in United States.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 18 inclusion and 3 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: finished, as of the sponsor's last update on 15 Jul 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 2 sites in United States. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Changes in Knowledge of Interprofessional Care and Practice Scores (time frame: Baseline and approximately 12-months from baseline). The study lists 13 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 15 Jul 2026; AzTrials last refreshed its copy on 26 Oct 2026.