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The purpose of this study was to use a body-mind-spirit model to measure wellness behaviors and characteristics and develop the Body-Mind-Spirit Wellness Behavior and Characteristic Inventory (BMS-WBCI) for college students. The first study of this two-part project included item generation and factor analysis using 1,000 college students with average loadings of .64, .51, and .58 for the Spirit, Mind, and Body factors, respectively. Using a minimum 4.0 Eigenvalue criterion, the factors accounted for 30% of item variance. The second study phase included validity testing using TestWell (college version), a meal screener, and construct physical activity question with 141 students. The BMS-WBCI dimensions had high, positive correlations with all appropriate TestWell subscales. The Body dimension significantly correlated with the By-Meal Screener and physical activity question. Factor split-half reliabilities ranged from .73 to .84 and alpha coefficients ranged from .75 to .92. Implications and utilization of the BMSWBCI for college students are discussed.

Introduction: The call for increasing interprofessional education requires institutional support for educators in the clinical environment. Innovative ideas, such as partnering with multiple universities and programs to facilitate an interprofessional workshop, have the opportunity to reach a broader group of clinical educators. The purpose of this study was to examine the attitude of healthcare professionals towards interprofessional learning, familiarity with concepts of interprofessional teaching, and interprofessional practice, and to examine the influence of an interprofessional faculty development workshop on participant familiarity with concepts of interprofessional teaching and learning. Methods: The occupational therapy, physical therapy, and physician assistant programs from two universities collaborated to implement an all-day inter-institutional, interprofessional clinical faculty development workshop. Community clinical educators who participated in the event were surveyed pre- and post-workshop to examine their attitude, readiness, and knowledge of interprofessional learning and teaching. Using the revised version of the Readiness of Interprofessional Learning Scale, the following subscales were measured and analyzed: 1) Teamwork and Collaboration, 2) Negative Professional Identity, 3) Positive Professional Identity, and 4) Roles and Responsibilities. Results: Forty-three participants representing six different healthcare professions completed pre- and post-course surveys. Forty-four percent reported participating in interprofessional education. Overall, the attendees reported the value of the workshop as a 4.6 on a 5.0 point Likert scale, with 5.0 being the highest rating. Self-reported familiarity of the fundamental concepts of interprofessional teaching, interprofessional practice, and interprofessional education improved up to 32% following participation in the workshop. The highest increase in familiarity was in the area of knowledge of interprofessional practice and education. Participants reported high levels of agreement about the value of teamwork, collaboration, and positive professional identity. Conclusion: Integrating the Core Competencies for Interprofessional Collaborative Practice into educational programs and clinical practice can facilitate improved understanding of professional roles and improved collaborative practice.