An expanding body of literature is examining interprofessional teamwork and its effect in healthcare. To produce capable healthcare professionals prepared to participate in interprofessional roles, teamwork training must begin early in health professional students' training. The focus of this scoping review was to explore interprofessional education (IPE) studies designed to teach and/or assess interprofessional teamwork skills to students from two or more different health professions, to find and describe effective pedagogy and assessment strategies. Using a scoping review methodology, 1,106 abstracts were reviewed by three teams of investigators. Eligibility criteria were inclusion of students in interprofessional teams, an intervention to improve interprofessional teamwork skills and assessment of outcomes related to teamwork. Thirty-three studies met the criteria for inclusion. The literature was varied in terms of study design, teaching methods and assessment measures for interprofessional teamwork. The lack of rigorous, comparable studies in this area makes recommending one teaching method or assessment measure over another difficult. Regardless of teaching method, it appears that most learning activities where interprofessional teams interact result in positive changes in student perceptions and attitudes towards IPE and practice. As health education programs seek to incorporate more interprofessional activities into their respective programs, it is important to review methods and measures that would best fit their individual program. This review highlights the importance of standardising the reporting of methods and outcomes for those who wish to incorporate the studied methods into their curricula.

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Objectives. A multidimensional scale was developed and tested to measure pharmacy students' proclivity toward becoming entrepreneurs within their chosen pharmacy work environments. Methods. A descriptive, cross-sectional design was used to survey a convenience sample of PharmD students attending a single public university during the spring semester of 2003. Results. The response rate was 77.5%, representing 66.7% to 100% of each of 4 PharmD classes. The resulting 3-factor, 23-item Pharmacy Student Entrepreneurial Orientation (PSEO) summated scale was shown to be reliable (Cronbach alpha = 0.9351) and normally distributed. Scale validity in this population was supported. Higher mean PSEO scores were found for students aspiring to pharmacy ownership (p<0.05) and unspecified business ownership (p<0.05), and for those who had led efforts to create change (p<0.01).Conclusions. Measuring entrepreneurial orientation may help to identify students inclined to be future entrepreneurs in the profession, inform academic advising efforts, and direct attempts to foster innovation by future pharmacists. new and creative use of resources 15 and in terms of the psychology or personality of individuals who may behave in these ways. 16 Its conceptualization has included individual, environmental, and organizational factors. 17 Intending to clarify the nuances of the related but different terms, a distinction between entrepreneurship and entrepreneurial orientation was put forth by Lumpkin and Dess. 17 They conceptualized entrepreneurship as representing new market entry, that is, what happens regarding new and creative resource use in the marketplace, and entrepreneurial orientation as describing how new entry is accomplished. Thus, entrepreneurial orientation is purported to embody the processes and requirements, as well as the intentions and behaviors, of key marketplace players that include 5 dimensions: the willingness to take risks (risk-taking) and innovate (innovativeness), proactive behaviors designed to find and act upon marketplace opportunities (proactiveness), the propensity to be autonomous (autonomy), and an aggressive tendency toward the competition (competitive aggressiveness). 17 In this study, the focus was on the processes and requirements of future new market entry as it pertains to students, thus focusing on individual students' entrepreneurial orientation. We define pharmacy student entrepreneurial orientation to be the beliefs, behavioral intentions, and self-reported behaviors that suggest a pharmacy student's proclivity to instigate new market-entry activities. In particular, the focus was on the case of developing new, innovative pharmacy services as a future pharmacist. Here, students' present day, self-described characteristics and behaviors, in addition to their behavioral intentions and beliefs about their future work as pharmacists, were included. Organizational and environmental influences on actual entrepreneurship within the health care marketplace were also acknowledged.Hypothesis testing was use...

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