Sharon Brownie ^1,2* Jia Rong Yap ³ Denise Blanchard ⁴ Issac Amankwaa ^5,6 Amy Pearce ^3,7 Kesava Sampath ^3,6 Ann-Rong Yan ⁶ Patrea Andersen ^3,8 Patrick Broman ^1,3

• ¹ Swinburne University of Technology, Hawthorn, Australia
• ² Griffith Health, Griffith University, Southport, Queensland, Australia
• ³ Waikato Institute of Technology, Hamilton, Waikato, New Zealand
• ⁴ The University of Newcastle, Callaghan, New South Wales, Australia
• ⁵ Auckland University of Technology, Auckland, Auckland, New Zealand
• ⁶ University of Canberra, Canberra, Australia
• ⁷ University of Waikato, Hamilton, Waikato, New Zealand
• ⁸ University of the Sunshine Coast, Maroochydore, Queensland, Australia

Running Head: Healthcare student self-assessment of interdisciplinary competencies.Introduction: Healthcare professionals are expected to demonstrate competence in the effective management of chronic disease and for long-term health and rehabilitation needs.Care provided by groups of collaborating professionals is now well recognized as a more effective way to support people living with these conditions than routine, single profession clinical encounters. Clinical learning contexts provide hands-on opportunity to develop the interprofessional competencies essential for health professional students in training, however, suitable assessment tools are needed to support student attainment of interprofessional competencies with self-assessment espoused as an important component of learning.Method: A structured approach was taken to locate and review existing tools used for the self-assessment and peer-assessment of students' competencies relevant to interprofessional practice.Results: A range of self-and/or peer-assessment approaches are available including formally structured tools and less structured processes inclusive of focus groups and reflection.Discussion: The identified tools will usefully inform discussion regarding interprofessional competency self and peer-assessment options by healthcare students participating a broad range of clinical learning contexts. Conclusions: Self-and/or peer-assessment is a useful approach for those seeking to effectively enhance interprofessional learning and measure attainment of related competencies.