Scoring Guideline:

• Section 1. Teamwork Knowledge. Aggregate Score 80% and above: Conclude students are obtaining the exposure to teamwork skills that is intended. Aggregate Score below 80%: Determine if there are any patterns in the missed items and address identified patterns.
• Section 2. Geriatric Syndromes: Aggregate Score 80% and above: Conclude students are obtaining the knowledge of geriatric syndromes that is intended. Aggregate Score below 80%: Determine if there are any patterns in the missed items and address identified patterns.
• Section 3. IEPS. For aggregate groups of 25 or more students, expect statistically significant changes in each of the three subscales. If a subscale does not change, look for patterns to be addressed.

We used the Interdisciplinary Education Perception Scale (IEPS) (Luecht, Madsen, Taugher, & Petterson, 1990; McFadyen, Maclaren, & Webster, 2007) to assess attitudes toward interdisciplinary education. We used a retrospective pre-test form of the IEPS. In a retrospective pre-test (RPT) design, participants rate and then compare their knowledge, skills, or behaviors immediately after an activity to the same knowledge, skills, or behaviors that they possessed within a specific time frame before the activity (Howard, 1980). I developed this form of the IEPS because the RPT design minimizes respondent burden, missing data, and response shift bias. Response shift bias is the tendency for an individual to overestimate their knowledge, skills, and behaviors in a pretest because their understanding of these topics is limited prior to the program intervention. By using the RPT design, respondents use the same frame of reference to judge their pretest and posttest attitudes, knowledge, and abilities (Pratt et al., 2000).