A preliminary study of student learning in interdisciplinary health teams

Abstract

Self-reported learning in a 12-week interdisciplinary health team training experience at the University of Nevada, Reno, was measured. Fourteen students from seven disciplines participated on health teams in three settings. All students were in early stages of their professional training. A self-report inventory with four general areas was administered before and after the experience. Four analyses of covariance were used to compare participant scores with those of a control group in each area using initial scores as the covariate. There was significant learning in the areas of team skills and processes and in knowledge of and abilities in client communication but not in physical assessment.