***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: Healthcare delivery is reliant on a team‐based approach , and interprofessional education ( IPE ) provides a means by which such collaboration skills can be fostered prior to entering the workplace . IPE within healthcare programs has been associated with improved collaborative behavior , patient care and satisfaction , reduced clinical error , and diminished negative professional stereotypes . An intensive interprofessional gross anatomy dissection course was created in 2009 to facilitate IPE at McMaster University . Data were collected from five cohorts over five years to determine the influence of this IPE format on the attitudes and perceptions of students towards other health professions . Each year , 28 students from the medicine , midwifery , nursing , physician 's assistant , physiotherapy , and occupational therapy programs were r and omly assigned into interprofessional teams for 10 weeks . Sessions involved an anatomy and scope‐of‐ practice presentation , a small‐group case‐based session , and a dissection . A before/after design measured changes in attitudes and perceptions , while focus group data elaborated on the student experience with the course . Pre‐ and postmatched data revealed significant improvements in positive professional identity , competency and autonomy , role clarity and attitudes toward other health professions . Qualitative analysis of intraprofessional focus group interviews revealed meaningful improvements in a number of areas including learning anatomy , role clarity , and attitudes towards other health professions . Anat Sci Educ 8 : 305–316 . © 2015 American Association of Anatomists Background The present study was design ed to implement an interprofessional simulation-based education program for nursing students and evaluate the influence of this program on nursing students ’ attitudes toward interprofessional education and knowledge about operating room nursing . Methods Nursing students were r and omly assigned to either the interprofessional simulation-based education or traditional course group .  A before- and -after study of nursing students ’ attitudes toward the program was conducted using the Readiness for Interprofessional Learning Scale . Responses to an open-ended question were categorized using thematic content analysis . Nursing students ’ knowledge about operating room nursing was measured . Results Nursing students from the  interprofessional simulation-based education group showed statistically different responses to four of the nineteen questions in the Readiness for Interprofessional Learning Scale , reflecting a more positive attitude toward interprofessional learning . This was also supported by thematic content analysis of the open-ended responses . Furthermore , nursing students in the simulation-based education group had a significant improvement in knowledge about operating room nursing . Conclusions The integrated course with interprofessional education and simulation provided a positive impact on undergraduate nursing students ’ perceptions toward interprofessional learning and knowledge about operating room nursing . Our study demonstrated that this course may be a valuable elective option for undergraduate nursing students in operating room nursing education EXECUTIVE SUMMARY Implementing  interprofessional collaborative practice s in primary care is challenging , and research about its facilitating factors remains scarce . The goal of this participatory action research study was to better underst and the driving forces during the early stage of the implementation process of a community‐driven and patient‐focused program in primary care titled “ TRANSforming InTerprofessional cardiovascular disease prevention in primary care ” ( TRANSIT ) . Eight primary care clinics in Quebec , Canada , agreed to participate by creating and implementing an interprofessional facilitation team ( IFT ) .  Sixty‐three participants volunteered to be part of an IFT , and 759 patients agreed to participate . We r and omized six clinics into a supported facilitation ( “ supported ” ) group , with an external facilitator ( EF ) and financial incentives for participants . We assigned two clinics to an unsupported facilitation ( “ unsupported ” ) group , with no EF or financial incentives . After 3 months , we held one interview for the two EFs . After 6 months , we held eight focus groups with IFT members and another interview with each EF . The analyses revealed three key forces : ( 1 ) opportunity for dialogue through the IFT , ( 2 ) active role of the EF , and ( 3 ) change implementation budgets . Decisionmakers design ing implementation plans for interprofessional programs should ensure that these driving forces are activated . Further research should examine how these forces affect interprofessional practice s and patient outcomes BACKGROUND Effective teamwork in the operating room ( OR ) is often undermined by the " silo mentality " of the differing professions . Such thinking is formed early in one 's professional experience and is fostered by undergraduate medical and nursing curricula lacking interprofessional education . We investigated the immediate impact of conducting interprofessional student OR team training  using high-fidelity simulation ( HFS ) on students ' team-related attitudes and behaviors . STUDY DESIGN  Ten HFS OR interprofessional student team training sessions were conducted involving 2 st and ardized HFS scenarios , each of which was followed by a structured debriefing that targeted team-based competencies . Pre- and post-session mean scores were calculated and analyzed for 15 Likert-type items measuring self-efficacy in teamwork competencies using the t-test . Additionally , mean scores of observer ratings of team performance after each scenario and participant ratings after the second scenario for an 11-item Likert-type teamwork scale were calculated and analyzed using one-way ANOVA and t-test . RESULTS Eighteen nursing students , 20 nurse anesthetist students , and 28 medical students participated in the training . Statistically significant gains from mean pre- to post-training scores occurred on 11 of the 15 self-efficacy items . Statistically significant gains in mean observer performance scores were present on all 3 subscales of the teamwork scale from the first scenario to the second . A statistically significant difference was found in comparisons of mean observer scores with mean participant scores for the team-based behaviors subscale . CONCLUSIONS High-fidelity simulation OR interprofessional student team training improves students '  team-based attitudes and behaviors . Students tend to overestimate their team-based behaviors Medical and nursing students organized a context ual interprofessional learning experience involving observation of surgical safety practice s according to the parameters of the World Health Organization ( WHO ) surgical safety checklist . Students were oriented to patient safety principles , operating room ( OR ) protocol , and the WHO surgical safety checklist . One hundred thirty students participated in interprofessional OR visitations . Selected students participated in focus groups , during which feedback regarding educational value and OR observations was obtained : Students thought that patient safety education was more meaningful in a clinical setting , and the degree of interprofessional collaboration appeared related to individual factors . Focus group data collected provides a foundation on which future research can build . Areas of inquiry may include development of teamwork within the context of interprofessional education , examination of the role of students in developing their own curricula , and r and omized comparisons of clinical -based and classroom-based approaches to surgical safety education 
    Output:
    
Findings suggest that more studies with rigorous research design s are needed to compare outcomes for interprofessional interventions and to determine the effectiveness of IPE on patient outcomes