title: Assessing 3rd year medical students' interprofessional collaborative practice behaviors during a standardized patient encounter: A multi-institutional, cross-sectional study.
abstract: BACKGROUND
  To understand how third-year medical student interprofessional collaborative practice (IPCP) is affected by self-efficacy and interprofessional experiences (extracurricular experiences and formal curricula).
  
  
  METHODS
  The authors measured learner IPCP using an objective structured clinical examination (OSCE) with a standardized nurse (SN) and standardized patient (SP) during a statewide clinical performance examination. At four California medical schools from April to August 2012, SPs and SNs rated learner IPCP (10 items, range 0-100) and patient-centered communication (10 items, range 0-100). Post-OSCE, students reported their interprofessional self-efficacy (16 items, 2 factors, range 1-10) and prior extracurricular interprofessional experiences (3 items). School representatives shared their interprofessional curricula during guided interviews.
  
  
  RESULTS
  Four hundred sixty-four of 530 eligible medical students (88%) participated. Mean IPCP performance was 79.6 ± 14.1 and mean self-efficacy scores were 7.9 (interprofessional teamwork) and 7.1 (interprofessional feedback and evaluation). Seventy percent of students reported prior extracurricular interprofessional experiences; all schools offered formal interprofessional curricula. IPCP was associated with self-efficacy for interprofessional teamwork (β = 1.6, 95% CI [0.1, 3.1], p = 0.04) and patient-centered communication (β = 12.5, 95% CI [2.7, 22.3], p = 0.01).
  
  
  CONCLUSIONS
  Medical student IPCP performance was associated with self-efficacy for interprofessional teamwork and patient-centered communication. Increasing interprofessional opportunities that influence medical students' self-efficacy may increase engagement in IPCP.
authors.affiliation: a University of California, San Francisco School of Medicine , USA .
authors.forename: Sandra K
authors.initials: SK
authors.lastname: Oza
authors.affiliation: a University of California, San Francisco School of Medicine , USA .
authors.forename: Christy K
authors.initials: CK
authors.lastname: Boscardin
authors.affiliation: a University of California, San Francisco School of Medicine , USA .
authors.forename: Maria
authors.initials: M
authors.lastname: Wamsley
authors.affiliation: a University of California, San Francisco School of Medicine , USA .
authors.forename: Aimee
authors.initials: A
authors.lastname: Sznewajs
authors.affiliation: b Keck School of Medicine of the University of Southern California , USA .
authors.forename: Win
authors.initials: W
authors.lastname: May
authors.affiliation: c Stanford University School of Medicine , USA .
authors.forename: Andrew
authors.initials: A
authors.lastname: Nevins
authors.affiliation: d University of California, Davis School of Medicine , USA.
authors.forename: Malathi
authors.initials: M
authors.lastname: Srinivasan
authors.affiliation: a University of California, San Francisco School of Medicine , USA .
authors.forename: Karen
authors.initials: K
authors.lastname: E Hauer
mesh_terms: D001291:Attitude of Health Personnel; D003142:Communication; D003299:Cooperative Behavior; D003430:Cross-Sectional Studies; D004504:Education, Medical, Undergraduate / Q000379:methods*; D004521:Educational Measurement; D006801:Humans; D007400:Interprofessional Relations; D010348:Patient Care Team / Q000458:organization & administration*; D016544:Patient Simulation; D020377:Self Efficacy; D013337:Students, Medical / Q000523:psychology*