The purpose of this quasi-experimental study was to investigate the use of a participatory instruction as a means of teaching Institute of Medicine (IOM) standards of a group module project, compared to the teaching of the same standards using direct instruction. The students' final perceived achievement score, instructional type (two levels), team preference (two levels), major (six levels), and inter-professional (IP) team (nine levels) and standards (five levels) were considered. Students' final perceived achievement, students' initial perceived achievement (students' perceived self-efficacy), self-concept gains, and differences by team preference, major, and inter-professional teams were also analyzed. Students in this study were from three intact classes of three cohorts group of 2013/2014 academic year (the experimental group) and three intact classes of three cohorts group of 2014/2015 academic year (comparative group). The sample consisted of 90 students. The experimental group used participatory instruction for 14 weeks of the semester. This is a value-driven, practice-based learning type of instruction, which allowed the students to interact in their teams. The comparative group, not taught using participatory instruction, was taught the same standards using a direct instruction method (primarily lecture). A quasi-experimental non-equivalent control group design was used. The dependent variable was final perceived achievement score. The independent variables were initial perceived achievement score (covariate), instructional methods, team preference, major, and IP teams. Pre-survey and post-survey scores on IOM Self-Reported Knowledge Achievement scales were analyzed. Analysis of the data revealed that the participatory group gained significantly, while they improved on their final perceived achievement and self-concepts scores. The participatory group working in teams, when compared to their direct instruction counterparts, increased significantly in their change in perceived achievement scores. It is recommended that further studies be conducted to investigate students' self-concepts, perceived self-efficacy and perceived achievement levels of the students using participatory instruction at all levels of inter-professional educations and some implications were provided. [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://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]