PART I

Background

· Age

· Degree program

· Earlier experiences of IPE

PART II

According RIPLS

Teamwork and collaboration

From original scale statements 1 - 5, 7 - 9

· Learning with other students will help me to become a more effective member of a health care team

· Patients would ultimately benefit if health care students worked together to solve patients problems

· Shared learning with other health care students will increase my ability to understand clinical problems

· Learning with health care students before qualification would improve relationships after qualification

· Communication skills should be learned with other health care students

· For small group learning to work, students need to trust and respect each other

· Team-working skills are essential for all health care students to learn

· Shared learning will help me to understand my own limitations

Professional identity

From original scale statements 10 - 13, 15 - 16

· I don’t want to waste my time learning with other health care students

· It is not necessary for undergraduate health care students to learn together

· Clinical problem-solving skills can only be learned with students from my own department

· Shared learning with other health care students will help me to communicate better with patients and other professionals

· Shared learning will help me to clarify the nature of patient’ problems

· Shared learning before qualification will help me to become a better team worker

Roles and responsibilities

From original scale statements 17, 19

· The function of nurses and therapists is mainly to provide support for doctors

· I’m not sure what my professional role will be

PART III

Pair training

· Training together promoted pair work skills

· Pair training helped to understand the importance of IPC

· Pair training clarified the overall view of preventive and holistic health care

PART IV Open questions

Learning experiences

· Personal learning experience

· Suggestions to develop IP training