Date of Award


Document Type


Degree Name

Doctor of Philosophy (Ph.D.)

School Name

College of Health Professions


Health Professions

Major Advisor

Kim Hawkins, PhD

Second Advisor

Kelly Ruppel, PhD

Third Advisor

Alexandra Taylor, PhD


Background: Interprofessional health care teams have been widely studied. Neglected in the discussion of interprofessional health care teams, however, are Individualized Education Program (IEP) teams, despite their integral connection to children's health care. This study explored the concept of IEP teams as interprofessional health care teams by examining how IEP members, including pediatricians, conceptualize individuals' team roles and whether a simulated IEP meeting affects pediatric residents' attitudes about the interprofessional nature of and their roles on IEP teams.

Methods: Pediatric residents (n=18) from a large, urban academic medical center participated in a simulated IEP meeting. Quantitative data from the Interprofessional Socialization and Valuing Scale (ISVS) 9A (pre-simulation) and 9B (post-simulation) was analyzed. Using social identity theory as the theoretical framework, quantitative data from resident (n=5) and school personnel (n=12) interviews about their roles on IEP teams were coded for themes.

Results: All but one question on the ISVS 9A and 9B showed statistically significant improvement (p ≤ .05). All statistically significant results showed a medium to large effect, with all r values ≥ .42. Multiple themes were identified in both sets of qualitative data.

Conclusion: While this study was small, it is a promising first step in demonstrating how further education for residents can begin to bring together the pediatrician and the IEP team as a collaborative interprofessional health care team. This study also highlights the need to further examine how the very real legal and social barriers to full participation by pediatricians on IEP teams can be overcome.

Available for download on Wednesday, April 01, 2026