Skip to main content

A Multilevel Model for Evaluating Interprofessional Learning


Medical schools should engage in best practices for evaluating preclinical interprofessional collaborative programs. This innovation models a multilevel program evaluation of Interprofessional Clinical Experience (ICE), a required course for all first-year medical students. Data from student course evaluations and preceptor surveys determined that the course was effective at teaching interprofessional practices. Competency assessments showed nearly all students achieved the expected level. On the Readiness for Interprofessional Learning Scale, students increased their self-reported attitudes around interprofessional practices. Improvements to the ICE course will continue based on student and preceptor feedback from this multilevel program evaluation.

This is a preview of subscription content, access via your institution.


  1. Association of American Medical Colleges and American Medical Association. LCME functions and structures of a medical school: standards for accreditation of medical education programs leading to the MD degree [Internet]. 2020 [cited 2020 Jun 9]. Available from: Accessed 9 June 2020.

  2. Interprofessional Education Requirements at US Medical Schools [Internet]. AAMC. [cited 2020 Jun 10]. Available from: Accessed 10 June 2020.

  3. Rogers GD, Thistlethwaite JE, Anderson ES, Abrandt Dahlgren M, Grymonpre RE, Moran M, et al. International consensus statement on the assessment of interprofessional learning outcomes. Med Teach. 2017;39:347–59.

    Article  Google Scholar 

  4. Abu-Rish E, Kim S, Choe L, Varpio L, Malik E, White AA, et al. Current trends in interprofessional education of health sciences students: a literature review. J Interprof Care. 2012;26:444–51.

    Article  Google Scholar 

  5. House JB, Cedarbaum J, Haque F, Wheaton M, Vredeveld J, Purkiss J, et al. Medical student perceptions of an initial collaborative immersion experience. J Interprof Care. 2018;32:245–9.

    Article  Google Scholar 

  6. Haque F, Daniel M, Clay M, Vredeveld J, Santen S, House JB. The interprofessional clinical experience: introduction to interprofessional education through early immersion in health care teams. MedEdPORTAL. 2017;13:10564.

    Article  Google Scholar 

  7. House JB, Sun JK, Sullivan A, Ross P. Introduction to interprofessional education using health professionals. Med Educ. 2016;50:579–80.

    Article  Google Scholar 

  8. Kirkpatrick D. Techniques for evaluating training programs. Journal of the American Society of Training Directors. 1959;13:21–6.

    Google Scholar 

  9. Anderson E, Smith R, Hammick M. Evaluating an interprofessional education curriculum: a theory-informed approach. Medical teacher. 2016;38:385–94.

    Article  Google Scholar 

  10. Parsell G, Bligh J. The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS). Med Educ. 1999;33:95–100.

    Article  Google Scholar 

  11. Thannhauser J, Russell-Mayhew S, Scott C. Measures of interprofessional education and collaboration. Journal of interprofessional care. 2010;24:336–49.

    Article  Google Scholar 

Download references


We would like to thank all the healthcare professionals that volunteered their time and allowed students to actively observe them in the clinical environment. This course would not have been possible without their efforts. We would also like to thank Angie Sullivan for the hard work and commitment she has dedicated to helping develop and run the ICE course and Paula Ross, PhD, for critical review of the paper.


This work was partially supported by a grant from AMA Accelerating Change in Medical Education.

Author information

Authors and Affiliations


Corresponding author

Correspondence to Joseph B. House.

Ethics declarations

Conflict of Interest

The authors declare that they have no conflict of interest.

Ethical approval

This study was reviewed by the University of Michigan Institutional Review Board (IRB) and determined to be Not Regulated under Quality Improvement/Evaluation category.

Informed consent


Additional information

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Rights and permissions

Reprints and Permissions

About this article

Verify currency and authenticity via CrossMark

Cite this article

House, J.B., Cedarbaum, J. & Santen, S.A. A Multilevel Model for Evaluating Interprofessional Learning. Med.Sci.Educ. 31, 349–353 (2021).

Download citation

  • Accepted:

  • Published:

  • Issue Date:

  • DOI:


  • Evaluation
  • Interprofessional education
  • Interprofessional collaborative
  • Education
  • Mixed methods