The primary goal of this study was to test an innovative way of assessing students' teamwork skills in a controlled environment. Twenty-four second year students from Western University of Health Sciences (WesternU) participated in the experimental group and 22 third year students from WesternU participated in the control group. Students in the experimental group had taken part in a two-year interprofessional education (IPE) curriculum while third year students had not had any formal IPE training at WesternU. Students took part in a Team Objective Structured Clinical Exam (TOSCE) performance task in which they interacted with a standardized patient and her caregiver son after which three to five raters scored each student on their teamwork skills using newly designed teamwork rating scales. Findings indicate that students in the experimental group performed significantly better (p = 0.0003) than students in the control group suggesting that the IPE curriculum is successfully equipping students with teamwork skills. We also determined that there were no significant differences in how students were scored based upon their gender or program. Pearson Correlation Coefficient calculations determined that the teamwork scores of faculty who rated students "live" during the TOSCE (Live Raters) and scores of faculty who rated students after the fact via video (Video Raters) were significantly correlated (p < 0.0001) suggesting good consistency across these raters. Pearson Correlation Coefficients for the Live Raters/Video Raters were 0.65 for the experimental group, 0.78 for the control group and 0.68 when the ratings for the two groups were combined. Standardized Patient/Care Giver (SPCG) ratings were somewhat correlated with Live Rater (Correlation Coefficient = 0.42, p = 0.0428) and Video Raters scores (Correlation Coefficient = 0.37, p = 0.0290). Cronbach Coefficient Alpha calculations suggest that the rating scales are reliable when rater scores are aggregated (0.81), but not at the individual rater level suggesting that the rating scales have a good foundation but that they still need to be fine-tuned. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]