118 Chapter 7 a self-measurement tool. It would be interesting to know if students’ actual behaviour in clinical practice is changed and improved after IPE, measured by others than themselves. This is proposed to be possible with the ICCAS. A 360-degree observation can also be used or other tools suitable for the observation of interprofessional skills and behaviour. This thesis was restricted to a time frame and measured these student outcomes one year after the intervention. It would be interesting to know how their collaboration skills develop after graduation, into early professional practice. Reflexivity The research team in this thesis comprised three medical doctors and two clinical specialists. The team was carefully assembled to balance different perspectives. All medical doctors were experienced in research in medical education and qualitative and quantitative research methods and were closely involved in the guidance of medical and nursing students in clinical practice or training setting. Having clinical specialists on the team helped to understand the experiences of students with IPC from the perspective of clinicians, while having teachers/educational developers on the team added an educational perspective. We acknowledge that all members of this research team believe in the value of IPE and this could have had an influence the results of our qualitative analysis. CONCLUSION Our results indicate that a relatively simple classroom-based intervention has the potential to have short term and long term effect on nursing and medical students in their knowledge and interprofessional skills. Social Capital Theory and SelfDetermination Theory help to understand the underlying mechanisms of these effects. The knowledge from this thesis can facilitate the implementation and shaping of IPE initiatives and contributes to the evidence of IPE on different Kirkpatrick’s levels.
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