The conceptual model proposed for this study incorporates the characteristics of teamwork, psychological safety and learning behaviors. These characteristics are considered vital to effective interprofessional (IP) collaboration in health care that influences the development of team synergistic knowledge plus enhanced group performance. Team psychological safety (TPS) requires open dialogue among members whereby participants suspend their own opinions, listen to others' views, and then reevaluate their original position. Team synergistic knowledge development (TSKD) is the process through which groups of students integrate the diverse views of other team members to understand and resolve complex problems together. This current study analyzed the role for these characteristics in a conceptual model of IP joint work-learning that consisted of TPS and team learning behavior (TLB), processes needed for the advancement of TSKD. This was a quasi-experimental, single-session study of first-year IP health professions students in podiatry, physical therapy, and pathologists' assistant programs, enrolled in a basic neuroscience course. This current study collected self-reported survey data on team characteristics and non-self-reported results of a root-cause analysis (RCA) group project during a simulated morbidity and mortality conference (MMC). The first study objective was to determine how group-level characteristics of TPS and TLB were influenced by the RCA, measured by pre- and post-intervention surveys. Next, post-intervention responses on the TPS and TLB subscales were correlated to TSKD. Additionally, for the post-intervention time only, TPS and TSKD scores were each compared with non-self-reported high- and low-performing teams from the RCA group. This study's conceptual model uses inputs from TPS and TLB to advance the process of joint work-learning and improve the outcomes of TSKD along with team performance. Statistically significant findings included increases in TPS scores from pre-intervention to post-intervention, but not TLB scores. Also, TPS and TLB scores were positively correlated to the self-reported outcome of TSKD. In addition, TPS was found predictive for non-self-reported high-performing teams. The students' self-reported group TSKD mean scores for the post-intervention time were then compared with the non-self-reported high- and low-performing teams, without significant difference in scores. This current study was the first to assess group-level constructs of TPS and TLB in first-year health professions students, after an IP collaboration intervention utilizing RCA at a simulated MMC, that measured TSKD along with objective team performance. Group-level characteristics of TPS were found to predict TSKD and high-performing teams. The implications of these findings include the important role for TPS as a predictor of TSKD and high-performing IP teams in the fields of education, clinical practice, and research. Recommendations pertaining to complex IP collaboration interventions along with opportunities for future research were identified. [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.]