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International Journal of Teaching and Learning in Higher Education

Abstract

Interprofessional Education (IPE) is a critical component of healthcare education and a requirement of many accrediting bodies. Approaching IPE from a holistic, comprehensive lens allows academic institutions to overcome challenges related to operating within program- and discipline-specific silos. Bringing students together to learn with, from, and about one another’s professions empowers them to improve their teamwork and communication skills while broadening their understanding of various roles and responsibilities. Clarkson College developed a compulsory IPE course that is documented on students’ transcripts. This online IPE 301 course was designed to provide students with educational materials to enhance their collaborative skills for better care outcomes. The Clarkson College framework was derived from best practices across the IPE landscape, including the IPEC competencies, the Quadruple Aim, and NCICLE, a thorough review of literature, and input from other institutions. To extend the reach of IPE beyond the clinical healthcare setting, Clarkson College expanded the curriculum to include community involvement and service. This course involves both synchronous and asynchronous learning opportunities for undergraduate and graduate, as well as on-campus and distance students. It is comprised of five online modules that include four sets of didactic lectures, videos, and quizzes, followed by three IPE experiences with reflections. Quantitative data points include the use of the ICCAS survey as pre-, mid-, and post-tests. Qualitative themes were pulled from student reflection submissions. Three years of cumulative data indicate that Clarkson College’s IPE 301 course has resulted in students’ improved ability to collaborate interprofessionally, in both clinical and non-clinical settings.

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