قارن الطرق

	مقياس التعاون بين المهن (IPCS)	مقياس الهوية المهنية (PIS)
المجال	التثقيف الصحي	التثقيف الصحي
العائلة	Process / pipeline	Process / pipeline
سنة النشأة	2003–2005	2006
صاحب الطريقة	Hind et al. / Barr et al.	Adams et al.
النوع	Self-report questionnaire	Self-report questionnaire
المصدر التأسيسي	Hind, M., Norman, I., Compton, S. E., Worral-Davies, A., Coad, S., Marples, R., ... Drey, N. (2003). Interprofessional perceptions of health care students. J Interprof Care 17(1): 21–34.	Adams, K., Hean, S., Sturgis, P., & Clark, J. M. (2006). Investigating the factors influencing professional identity of first-year health and social care students. Learn Health Soc Care 5(2): 55–68.
الأسماء البديلة	Collaboration Scale, Team Collaboration Index, Interprofessional Teamwork Scale	Healthcare Professional Identity, Disciplinary Identity Assessment
ذات صلة	4	4
الملخص	The IPCS is a self-report questionnaire measuring healthcare professionals' and students' attitudes, beliefs, and behaviors regarding interprofessional collaboration and teamwork. Developed through research by Hind and colleagues in 2003 and refined in subsequent interprofessional education studies, the IPCS evaluates perceived teamwork quality, interdependence, communication effectiveness, and shared decision-making across professional boundaries. It is used in clinical and educational settings to assess collaboration climate, evaluate the impact of team interventions, and identify professional groups' differing perspectives on teamwork.	The PIS is a self-report questionnaire measuring healthcare students' sense of professional identity, belonging, and commitment to their chosen discipline. Developed by Adams and colleagues in 2006, the PIS assesses the degree to which students have internalized professional roles, values, behaviors, and career commitment. The scale measures both cognitive elements (knowledge of professional standards and scope of practice) and emotional elements (sense of belonging, pride in discipline). The PIS is used in healthcare education to track professional identity development over training, identify students at risk of attrition, and evaluate the impact of socialization experiences on disciplinary commitment.