Improving interprofessional competencies and relational coordination through longitudinal tele-teams: a mixed methods study

Preparing health professions students for collaborative practice remains a priority in medical education, yet many interprofessional education (IPE) models are short-term and lack authentic clinical context or robust evaluation of team functioning. This study examined whether a longitudinal tele-team model, pairing interprofessional student teams with stroke survivors, enhances collaborative competencies and relational coordination over time. A convergent mixed methods design was used. Thirty-two health professions students from physical therapy, occupational therapy, medical nutrition and speech-language pathology participated in six longitudinal tele-team sessions with community-dwelling stroke survivors. Quantitative outcomes included the Interprofessional Collaborative Competency Attainment Survey (ICCAS), administered as a retrospective pre–post measure, and the Relational Coordination Survey (RCS), collected after each session. Stroke survivors completed the Patient Insights and Views Observing Team (PIVOT) survey at mid- and end-points. Linear mixed-effects modeling assessed changes in RCS scores; paired t-tests evaluated ICCAS differences; and correlations examined relationships between measures. Qualitative student focus group data were analyzed and integrated with quantitative findings. Students demonstrated significant improvements across all ICCAS domains ( p < 0.05), indicating enhanced perceived interprofessional competencies. RCS scores showed a significant positive trajectory over time (β = 0.06, SE = 0.016, p < 0.001), reflecting strengthening communication and relational dynamics within teams. Higher RCS scores were moderately to strongly correlated with ICCAS domains, particularly communication, patient-centered care, and conflict management ( r > 0.62). Stroke survivors reported significant improvements in team functioning on the PIVOT survey ( p = 0.031). Qualitative analysis yielded five themes highlighting the value of learning from patient experience, role clarification, relationship-building, the importance of longitudinal engagement, and the feasibility of the tele-team model. A longitudinal tele-team model was associated with significant improvements in interprofessional competencies and relational coordination among health professions students. Findings suggest that combining authentic, community-engaged experiences with repeated team interaction and structured reflection supports both individual competency development and team-level functioning, and integration of complementary measures such as ICCAS and RCS provides a more comprehensive evaluation of team development. This model offers a scalable approach for advancing collaborative practice readiness in health professions education.