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This article was migrated. The article was not marked as recommended. Empirical findings generally indicate positive effects of early interprofessional education on student outcomes. The current study seeks to add to this evidence base by examining training transfer as an explanatory-mechanism for IPE's comparative-effectiveness across programs. Specifically, we examine learner curricular experiences (transfer climate) post-IPE delivery in predicting two learner outcomes: 1) team attitudes, and 2) professional identity. A prospective observational design with N=306 first-year students across five disciplines were assessed before an IPE training and 18-months later. A transfer climate-mediation model was used to test program differences in team attitudes and professional identity post-IPE training. Results supported full-mediation, such that program differences in team attitudes and professional identity were contingent on students' post-training reports of IP experiences (transfer climate). In turn, transfer climate's effects on team attitudes and professional identity were partially mediated by two IP variables: 1) normative beliefs (professional valuation), and 2) affective reactions (collaboration comfort). The findings contribute to the identification of 'curricula design factors' as potential confounds of program-differences in learner outcomes following early IPE. We discuss the limited value of program differences in learner outcomes, particularly for studies of early IPE effectiveness.

Disclosed Curriculum: Transfer-Climate Mediates Discipline-Differences in Learner Outcomes