A five-session interprofessional team immersion program for health professions students

Abstract

Abstract The interprofessional team immersion (IPTI) is a developmental, longitudinal, and sustainable curricular resource that was designed in response to student requests for small, interactive, cross-professional learning experiences. Learning objectives are aligned with behaviors as identified in the Core Competencies for Interprofessional Practice and aim to increase students' understanding of each other's roles and responsibilities, to apply teamwork principles, to refine communication skills for contextualized person-centered practice, and to utilize knowledge in the presentation of a collective project. Instructional formats include a team-building exercise, case-based learning, and simulation. Pre- and post-session evaluation measured students' attitudinal and behavioral changes. Rapid cycle program evaluation used student feedback to continuously improve the quality of the learning experience. Overall students found IPTI to increase their knowledge of other professions, build confidence in their team skills, and provide a basis for working collaboratively in their future workplace settings. Program evaluation feedback reinforced the efficacy of small group, interactive learning and full faculty engagement in IPE learning activities. Both a successful and sustainable shared learning activity, IPTI offers generalizable content, instructional approaches, and assessment strategies for other institutions seeking transformative team-based learning experiences.