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Purpose: Health professions students experience professional socialization during their program of study. Institutions have turned to interprofessional education as a means of preparing students for their role as collaborative health care professionals. This study examines the effect of case-based learning experiences in a shared professional Therapeutic Modalities course on student’s interprofessional role clarity as well as the relationship between interprofessional role clarity and measure of group effectiveness. Methods: 112 students (22 Athletic Training and 90 Physical Therapy) were assigned to one of 18 interprofessional and 18 uniprofessional teams and asked to complete four case-based learning activities. All students completed pre-test, retrospective pre-test, and post-test role clarity/ambiguity scales. Measures of team viability, team member satisfaction, and self-rated output were collected post-intervention. Results: Results suggest the experience of interacting with one another in this course, including during case-based learning activities, may lead to increased knowledge of other’s roles and responsibilities as shown in the retrospective pre-test and post-test role clarity differences. Additionally, role clarity has meaningful relationships with measures of perceived group effectiveness, particularly team viability and self-rated output. Conclusion: We suggest that health professions educators consider incorporating case-based learning activities into existing curricula to introduce other professions’ roles and engage students in teamwork.

Compared with more turbulent times in history, some might argue workplace discrimination has seen a downward trend. Others would contend that workplace discrimination has “just gone underground” and become more covert (Herring, 2002, p. 13). Either way, not-so-distant historical events such as the landmark Texaco case in 1996 and the Ford Motor case in 2000 remind us that discrimination demands our attention. Calls for research on interventions have surfaced (Becker, Zawadzki, & Shields, 2014), and proposals such as legal reforms, implicit bias training (Bartlett, 2009), and experiential learning workshops have answered (Cundiff, Zawadzki, Danube, & Shields, 2014). The focal article (Jones, Arena, Nittrouer, Alonso, & Lindsey, 2017) contributes to this discussion as it turns our attention to the construct space of discrimination and presents a framework for organizing its facets and forms. Without a doubt, a framework that lends itself to the integration of the many forms of discrimination is long overdue.

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