Linganisha mbinu

	Kiwango cha Utambulisho wa Kitaaluma (PIS)	Kiwango cha Ushirikiano wa Kitaaluma (IPCS)
Nyanja	Elimu ya Afya	Elimu ya Afya
Familia	Process / pipeline	Process / pipeline
Mwaka wa asili	2006	2003–2005
Mwanzilishi	Adams et al.	Hind et al. / Barr et al.
Aina	Self-report questionnaire	Self-report questionnaire
Chanzo asilia	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.	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.
Majina mbadala	Healthcare Professional Identity, Disciplinary Identity Assessment	Collaboration Scale, Team Collaboration Index, Interprofessional Teamwork Scale
Zinazohusiana	4	4
Muhtasari	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.	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.