Despite different disciplines and models of supervision, there is considerable synchronicity in the issues reported by physical therapists and other disciplines. Embedding the value of clinical teaching in the institution, along with strong communication links among academic partners, institutions, and potential clinical faculty, may mitigate barriers and increase the commitment and satisfaction of teaching staff.

Purpose: To examine how a structured inter-professional education (IPE) clinical placement influences health care professional (HCP) students' perceptions of inter-professional collaboration (IPC) relative to that of students in a traditional clinical placement. Methods: This study used a mixed-methods design. The Interdisciplinary Education Perception Scale (IEPS) was administered to HCP students (n ¼ 36) in two Toronto hospitals before and after a structured 5-week IPE clinical placement to examine changes in their perceptions of IPC. Students in a traditional clinical placement (n ¼ 28) were used as a control group. Focus groups were then conducted with seven students who took part in the structured IPE clinical placement. A coding framework was devised a priori, and the qualitative results were used to explain the quantitative findings. Results: There were no statistically significant differences between groups after the structured IPE clinical placement, but the intervention group showed a greater positive trend in total IEPS scores from baseline to follow-up. Qualitative data suggest that students valued the knowledge and skills gained through the structured IPE clinical placement. Conclusions: Findings suggest that structured IPE clinical placements may provide students with valuable collaborative learning opportunities, enhanced respect for other professionals, and insight into the value of IPC in healthcare delivery. More research is needed to explore other factors that influence specific perceptions among physical therapy students.Key Words: clinical skills; interprofessional relations; IPE facilitation; Interdisciplinary Education Perception Scale (IEPS); mixed methods; structured inter-professional placement. RÉ SUMÉObjectif : Analyser comment un stage clinique en formation interprofessionnelle structuré peut influencer les perceptions des é tudiants professionnels de la santé face à la collaboration interprofessionnelle, en comparaison avec celles des é tudiants qui ré alisent un stage clinique traditionnel. Mé thodes : Des mé thodes mixtes ont é té utilisé es. L'é chelle de perception en é ducation interdisciplinaire (IEPS) a é té administré e aux é tudiants professionnels de la santé de deux hô pitaux de Toronto (n ¼ 36) avant et aprè s un stage clinique en formation interprofessionnelle de 5 semaines afin d'analyser les changements dans leur perception de la collaboration interprofessionnelle. Les é tudiants en stage clinique traditionnel (n ¼ 28) ont é té utilisé s comme groupe de contrô le. Des groupes de discussion ont ensuite é té organisé s avec sept é tudiants qui ont participé au stage clinique interprofessionnel. Une structure de codage a d'abord é té conç ue, et les ré sultats qualitatifs ont é té utilisé s pour expliquer les conclusions quantitatives. Ré sultats : Il n'y a pas eu de diffé rences statistiques entre les groupes aprè s le stage clinique interdisciplinaire, mais le groupe d'intervention a dé montré une tendance plus positive dans l'é chelle IEPS (Interdisciplinary E...

The Pain Interprofessional Curriculum Design Model is based on established pain curricula and related competencies that are relevant to all health science students at the prelicensure (entry-to-practice) level. The model has been developed from our experience, and the components resonated with workshop attendees from other regions. This Model provides a basis for future interventions in curriculum design and evaluation.