There is increasing acknowledgement that interprofessional education (IPE) holds promise for preparing health professionals as collaborative-ready practitioners. The effects of IPE on learning outcomes are critical in determining the value of such programs. Attitudes are recognized as a significant element in developing behaviors. This study was designed to determine attitudes and perceptions of students toward collaborative learning in an interprofessional context. Three hundred and five students completed a questionnaire regarding attitudes and perceptions toward interprofessional collaboration before and after an introductory IPE course. Also 202 graduating health professional students without IPE completed the same questionnaire. The questionnaire included questions from the University of West England Interprofessional Questionnaire (UWE IQ) and Readiness for Interprofessional Learning Scale (RIPLS). Independent samples t-tests revealed significant positive changes before and after the IPE course for UWEIQ IP-Learning subscale (p = 0.012) and RIPLS (p = 0.05). This study provides some evidence that students who participate in an introductory IPE course early in their professional preparation not only keep positive attitudes toward interprofessional learning, but improve them. As a result, they are expected to be more engaged in learning this important knowledge that should help them to become interprofessional collaborative-ready practitioners.

Professional preparation in athletic training has grown from modest roots based in physical education in the 1960s to its emergence as a recognized health profession today. The profession has long embraced interprofessional practice (IPP), but many times has not been included in discussions held at the institutional, governmental, and international levels. As a result, the concept of interprofessional education (IPE), which has been an emphasis in medicine, nursing, and allied health since the 1990s, has not been a part of most athletic training programs. Investigations into IPE and IPP in athletic training have found that the concepts were misunderstood by athletic training educators because of a lack of common language and appreciation for their role in the future of health care. In 2012, the National Athletic Trainers' Association Executive Committee for Education authored “Future Directions in Athletic Training” to make recommendations regarding the evolution and promotion of IPE in athletic training....

An integral component of interprofessional education (IPE) is the development of a collaboration-ready health-care workforce. While collaboration is a fundamental element of IPE, there is no existing measure of collaboration skills that is not context specific. This article describes the development and initial validation of the Self-Assessed Collaboration Skills (SACS) measure. Items were initially drawn from the Collaboration Skills Assessment Tool rubric, an educational assessment tool. The SACS measure was piloted in a sample of students in an introductory IPE course. Following scale revision, the SACS was piloted a second time in a sample of students in an IPE health systems course and then validated in a sample of students in an introductory IPE course. Exploratory factor analysis was used to assess scale factor structure in Pilots 1 and 2 and confirmatory factor analysis to confirm factor structure in the validation sample. Convergent and discriminant validity were also assessed. The final SACS measure is an 11-item scale consisting of three dimensions of collaboration: information sharing, learning, and team support. The SACS measure demonstrates high internal consistency and both convergent and discriminant validity as a measure of collaboration. The SACS can be implemented in any setting for assessing collaboration in clinical and nonclinical contexts.

Athletic trainers (ATs) are healthcare providers who work in collaboration with physicians, nurses, physical therapists and others to provide care to physically active individuals. Founded in 1950, the National Athletic Trainers' Association (NATA) represents certified ATs and other individuals who support the athletic training profession. The Board of Certification (BOC) has the only accredited certification program for ATs in USA. It establishes and regularly reviews both the standards for the practice of athletic training and the continuing education requirements for certified ATs. In order to attain certification, candidates must demonstrate successful completion of either a bachelor's degree or master's degree program accredited by the Commission on Accreditation of Athletic Training Education (CAATE) and pass the BOC certification exam. Currently, there are ∼42 000 ATs practicing in USA, with 48 states who regulate their practice. The purpose of this article is to provide a background for the profession of athletic training as well as describe and discuss the importance of including ATs in interprofessional education and practice initiatives.

Unlike musculoskeletal (MSK) injuries, MSK pain is rarely studied in athletes. In this study, we examined the prevalence of preseason MSK pain in apparently healthy collegiate soccer and basketball players and its relationship with previous injuries (1-year history), among other factors. Ninety-seven eligible student athletes (mean age: 20.1 (SD: 1.6) years; 43% male; 53% soccer players) completed a baseline questionnaire comprising questions related to demographics, medical and 1-year injury history and any current MSK pain and the corresponding body location. The overall prevalence of preseason MSK pain was 26% (95% CI: 17–36%) and it did not differ by sex or sport. The back (6.2%) and knee (5.2%) regions were reported to be the most frequently affected body parts for preseason MSK pain. Athletes with a previous injury and with perception of incomplete healing had 3.5-fold higher odds (OR: 3.50; 95% CI: 1.28–9.36) of baseline MSK pain compared with those without a previous injury. One in four collegiate soccer and basketball players had preseason MSK pain. Collegiate sports medicine professionals should consider conducting routine preseason evaluations of MSK pain in their athletes and initiate appropriate interventions for the prevention of MSK pain and its potential consequences among athletes.