Using a Common Reading as an IPE strategy

Abstract

Abstract A Common Reading was used as an Interprofessional Education (IPE) strategy to engage students from varied pre-professional undergraduate and graduate professional programs. This IPE activity, combined with an interprofessional panel presentation, provided students and faculty with shared ground on which to model selected Core Competencies of Interprofessional Collaborative Practice. Successful achievement of student learning outcomes was demonstrated via a post program evaluation by rating achievement of four IPEC Core Competencies using a 5-point Likert Scale. Responses to open-ended questions provided qualitative data to further support the effectiveness of this IPE strategy. The Common Reading was a feasible and effective strategy to meet IPE learning outcomes while overcoming commonly cited logistical barriers.