Collaborative Practice

This collection of resources contains teaching and learning resources that help the user support and develop collaborative practice within the practice education environment.

Learning IN and FROM Teams: LIFT Self-Assessment Tool

UBC Health’s Learning IN and FROM Teams: LIFT Self-Assessment Tool is an assessment for students comparing their interprofessional collaborative practice competencies pre- and post- involvement in a clinical setting. This tool can be used in a variety of settings and by different people in the setting, such as clinical educators.

The tool includes a 5-point Likert scale to assess comfort/ability with behaviours that correspond to different interprofessional competencies. It also includes a self-reflection with four questions, for students to comment on their learning experience. These same reflection questions are also asked of students when they complete the Student Exit Survey.

LIFT – For Preceptors

LIFT – For Students

UBC – Health Communication Assessment Tool

The Health Communication Assessment Tool (HCAT), developed by UBC and Fairfield University, is intended for use in clinical simulations to evaluate the communication skills of student and professional healthcare providers. Evaluators using this tool can be faculty, peers, and participants. They are to observe a student interacting with a patient or their family and then rate 22 statements such as “explained the reason for her/his visit in appropriate terms” on a five-point Likert-type scale ranging from (Strongly Disagree) to 5 (Strongly Agree). Higher scores demonstrate greater competency with health communication behaviors.

A study conducted using an interprofessional, international sample to further test the validity of HCAT can be accessed here.


The individual Teamwork Observation and Feedback Tool (iTOFT)

The individual Teamwork Observation and Feedback Tool (iTOFT) was developed by a partnership of universities in response to the need for a structured means to observe and give feedback to student learners as they took part in an interprofessional teamwork task. Both basic and advanced versions of this tool have been developed and they are both formative assessments. The basic version is intended to assess students in low complexity activities who have little clinical teamwork experience. It includes observable behaviors within the domains of shared decision making and working in a team. The advanced version is for assessing senior students as well as junior health professionals. It includes observable behaviors in the more advanced domains of leaderships and patient safety in addition to the domains of shared decision making and working in a team.

Accompanying the assessment tools are the full project report and resource package. The project report provides an in-depth account of the development process for iTOFT. The resource package outlines best practices for the use of iTOFT by learners, educators, and clinical teachers.

PRISM Retrospective Pre/Post Self-Assessment

The PRISM Retrospective Pre/Post Self-Assessment is meant to be completed by students at the end of their placement. This self-evaluation tool assesses areas of team functioning, collaborative working relationships, client/patient centred practice, trust, and communication. It’s retrospective pre-test/post-test design is helpful because it allows a comparison of student learning before and after the placement with one survey.

Team-Based Competencies: Building a Shared Foundation for Education and Clinical Practice – Conference Proceedings

This published report summarizes a conference that was held to promote the advancement of interprofessional education. The document provides an overview of the importance of collaborative care and describes its core competencies. It also gives an account of the key learnings of the conference such as factors that advance and restrain interprofessional education. Lastly, it includes action strategies with specific recommendations for how to advance interprofessional education and collaborative care.

Institute for Healthcare Improvement – Case Studies

The Institute for Healthcare Improvement has developed a number of case studies presenting problematic scenarios in the healthcare setting. Their purpose is to demonstrate to learners what changes to healthcare processes can be made in order to promote better outcomes. Each case study has specific learning objectives, discussion questions and corresponding facilitator and student handouts. Although these case studies are primarily focused on medical students and aren’t intrinsically interprofessional, students from other disciplines may find some of them valuable. The IPE Facilitator Guide can be referred to for supplementary strategies to lead case study discussions.

Student-Led Appreciative Inquiry into Healthcare Practice

The aim of this work is to help students and teams share an understanding of effective interprofessional collaborations in current practice.  The National Interprofessional Competency Framework is used as a guide for this work (CIHC, 2010). A student-led appreciative inquiry approach enables the identification of tacit knowledge, successful collaborative practice, and barriers to collaboration that may not normally be revealed during students’ placements. Student(s) will be leading AI one-on-one interviews or focus group discussions with health care professionals from within the organization/team.

The purpose of the interviews is to gain an understanding of collaborative practice activities/procedures used to improve the quality of care and to clarify health professionals’ perceptions of the same.  Interprofessional values, collaborative decision-making, role understanding, and functions of teams are explored.

Appreciative Inquiry for Preceptors


Appreciative Inquiry for Students

Situation Background Assessment Recommendation (SBAR) Toolkit

The SBAR toolkit on the Institute of Healthcare Improvement website contains a poster, lessons plans, detailed guidelines on the use of the SBAR technique and more.The Situation-Background-Assessment-Recommendation (SBAR) technique is a structured communication model allowing individuals to convey a great deal of information in a succinct and brief manner. This technique is used when asking healthcare team members for help or guidance with a patient care issue. It has been designed to improve listening. The acronym is broken down as follows:

S=Situation (a concise statement of the problem)

B=Background (pertinent and brief information related to the situation)

A=Assessment (analysis and consideration of options – what you found/think)

R=Recommendation (action requested/recommended – what you want)

Academic Health Council – Interprofessional Collaborator Assessment Rubric (ICAR)

The Interprofessional Collaborator Assessment Rubric (ICAR) developed by the Academic Health Council is intended to be used to assess student competencies in the areas of communication, collaboration, roles and responsibility, team functioning. and conflict management. The rubric can be applied across health care disciplines and in various learning contexts. It was not developed to coincide with a certain year or level of a learner and can be used as a formative or summative assessment. This synopsis handout outlines how the ICAR was developed and it’s reliability.

Curtin University – Interprofessional Capability Assessment Tool (ICAT)

The Interprofessional Capability Assessment Tool (ICAT) is a summative evaluation tool used for interprofessional placements at Curtin University. ICAT assesses key capabilities required for effective interprofessional collaborative practice including: communication, professionalism, collaborative practice, and client-centered service/care. This tool is unique in that it is both a self assessment (student) and staff assessment (fieldwork educators). At the end of a placement, students and staff complete the form separately and then meet to discuss their ratings. The meeting provides an opportunity work through any discrepancies between the student’s self assessment and the staff’s assessment. For detailed information on how to use the ICAT, refer to the Staff and Student Guide for ICAT,