Interprofessional Education Approach Research Articles

Comparing paper-based and mobile application for rank-based peer assessment in interprofessional education: before, during, and after the COVID-19 pandemic

BackgroundEducation was affected during the COVID-19 pandemic, and there was a need to adapt the learning approaches to the situation. At the University of Gadjah Mada, many essential soft skills of healthcare professionals are taught using the interprofessional education (IPE) approach on-site. Our university responded to this crisis by offering online classes and similar types of training. Post-administration of the course, a peer-assessment was conducted, and it was used to provide feedback on the work or performance of peers among students. Peer assessment was done using paper-based and a mobile application during COVID-19. This study aimed to share a best practice for the implementation of a rank-based peer-assessment application for longitudinal interprofessional education in the community setting and to compare the score distribution of a rank-based peer-assessment before and after using mobile application.MethodsQuantitative research design was used by processing secondary data on student peer assessment scores from 3 bachelor programs (medicine, nursing, nutritionist) Community and Family Health Care with Interprofessional Education (CFHC-IPE) in Faculty of Medicine, Nursing, and Public Health, Universitas Gadjah Mada. 4,790 students from 2018 to 2022 (5 years) were tracked before, during, and after the COVID-19 pandemic. The assessments carried out were offline, online, and blended learning, respectively. The assessment was carried out using a paper-based method before and during the pandemic, online-based with a mobile application was used. Thus, the peer-assessment was conducted manually or using paper-based method using a 5-rank scoring system. In 2019, the peer assessment was carried out using a mobile application and applied a 10-rank scoring system.ResultsThe rank-based peer assessment can be well implemented to make students assess their friends more objectively, with an average score 82.02 ± 8.68. The rightward shift in the distribution of scores indicates that the average score has improved after using the mobile application compared to before its use. (82.02 ± 8.68 vs. 62.39 ± 11.13, p < 0.05).ConclusionThe implementation of rank-based peer-assessment using a mobile application was well received during and after the pandemic by interprofessional undergraduate students. The online system made the assessment more objective and the average grades were seen to be better.

Certificate in Advanced Behavioral Interventions Among Multiple Populations

This manuscript describes the curricular and instructional approaches utilized in the composition and delivery of the Certificate in Advanced Behavioral Interventions Among Multiple Populations (CABISAM) created by the School of Social Work at Loyola University Chicago. CABISAM is a social work led interprofessional education (IPE) model where students from social work, nursing, and medicine engage in didactic and experiential activities to advance clinical and leadership knowledge of interprofessional approaches to screening, brief intervention, and referral for treatment (SBIRT) with diverse populations. An interprofessional team of faculty from each discipline was involved throughout the development and planning process to consider accreditation, cultural, and logistical issues unique to each profession. CABISAM engages students in an evidenced-based interprofessional education (IPE) experience with exposure to cutting-edge topics relevant to health professionals: training in interprofessional practice, substance use in unique settings with diverse populations, and clinical implementation skills. This manuscript presents an adaptable and generalizable interprofessional education approach to other undergraduate and graduate programs across disciplines.

Implementing Interprofessional Education in Preclinical Curriculum Increases Teamwork, Ethics, and Professional Skills in Healthcare Students

Background: Interprofessional Education (IPE) fosters collaboration among healthcare professionals to enhance patient care. This study aimed to develop a Personal and Professional Development (PPD) module using an IPE approach for preclinical medical and dental students to cultivate essential competencies such as teamwork, communication, and leadership from early training. Methods: This mixed-method study involved a needs assessment survey among 307 medical and 124 dental preclinical students at a tertiary healthcare university in Malaysia. The Readiness for Interprofessional Learning Scale (RIPLS) was used to assess attitudes towards IPE. A PPD module was developed and validated using the Delphi method with input from an IPE team. Implementation involved an IPE PPD training workshop for 70 students, incorporating interactive learning activities. Pre- and post-tests, along with reflective summaries, were used for evaluation. Results: The needs assessment showed readiness for IPE, with mean RIPLS scores of 4.56 for MBBS and 4.35 for BDS students. The module achieved significant content validity (SCVI &gt; 0.9). Post-implementation results demonstrated a significant improvement in test scores (p &lt; 0.01). Thematic analysis of reflective summaries indicated enhanced competencies in teamwork, communication, leadership, and professionalism. Conclusion: The IPE-based PPD module effectively fostered key competencies among preclinical students, supporting the integration of IPE in early medical education to prepare students for collaborative practice in clinical settings.

Preparing clinicians for practice: effectiveness and design of on-call simulation

BackgroundFinal year medical students and postgraduate doctors regularly contend with feelings of under-preparedness when transitioning into new areas of clinical practice. This lack of confidence is most evident in the context of on-call work which frequently requires sound clinical prioritisation, rigorous decision making and the management of acutely unwell patients, often with reduced senior support and staffing. This has prompted the emergence of on-call simulation which seeks to enhance participant confidence in performing on-call tasks and facilitate the development of key clinical and non-technical skills. This narrative review examined the use of on-call simulation in medical student and newly qualified doctor cohorts, its effectiveness in achieving its stated outcomes and to identify novel areas for the development of existing models.MethodA search strategy was developed in conjunction with a specialist medical librarian. OVID Medline and Embase searches identified articles related to the use and design of on-call simulation in medical education with no restrictions placed upon date or language of publication. Key findings from articles were summarised to develop comprehensive themes for discussion.ResultsTwenty Three unique publications were reviewed which unanimously reported that on-call simulation had a positive effect on self-reported participant confidence in performing on-call roles. Furthermore the value on-call simulation when used as an induction activity was also evident. However, there was limited evidence around improved patient and performance outcomes following simulation. It also remains resource intensive as an educational tool and there is a distinct absence of interprofessional education in current models.ConclusionsWe concluded that on-call simulation must adopt an interprofessional educational approach, incorporating other clinical roles. Further studies are needed to characterise the impact on patient outcomes. It remains highly useful as a confidence-boosting induction activity, particularly in specialities where clinical exposure is limited. Virtual and tabletop simulation formats, could potentially address the resource burden of manikin-based models, particularly with ever growing demands on medical educators and the expansion of training posts.

1248. Implementing Infection Prevention and Control with Antimicrobial Stewardship in a Tertiary Care Hospital in India: An Interprofessional Education and Collaborative Practice Approach

Abstract Background Infection Prevention &amp; Control (IPC) along with Antimicrobial Resistance (AMR) has complex problems, it requires distinctive disciplinary efforts. There are few data concerning the facilitators and barriers in India. Interprofessional practice and education (IPE &amp; IPP) initiatives amongst various stakeholders is one amongst them. Current approaches to IPC &amp; AMR are fragmented and unidisciplinary, more like ''An Elephant and the Blind Men'. Hence the need of this structured study. Methods We conducted a prospective interventional study for one year with an interprofessional team. After institutional ethical committee clearance, an Antimicrobial Stewardship team was formed which devised training modules validated by Delphi technique /&amp; ADDIE (Analyze, Design, Develop, Implement &amp; Evaluate) approach by the Infection Control Committee and external resource persons. Simulated sessions, case based discussions, patient education videos &amp; pamphlets, online interactive classrooms, ward &amp; laboratory rounds were instituted for all doctors, staff nurses, laboratory technicians, pharmacists, and patients. Key quality indicators for antimicrobials prescription &amp; consumption was defined and monitored. High end antimicrobial policy was implemented. Checklists &amp; surveillance forms were put in use. Feedback surveys and audits were conducted to assess the effectiveness of these interventions. Results We observed a statistically significant increase in compliance to hand hygiene, health care associated infections (HAI) monitoring, reporting of needle stick injury, adherence to isolation protocols, and antibiotic policy (P value&amp;lt; 0.001) across all units. Maximum compliance to antibiotic policy was observed in medical intensive care units, least in nephrology &amp; neonatal intensive care. Pre-test &amp; post-test questionnaires were used for assessment. An improvement of ∼78 % in the knowledge domain was seen after the sessions. Key quality indicators for HAIs showed statistically significant improvement (P value&amp;lt; 0.001). Conclusion A multimodal interprofessional approach aids the training aspect of IPC &amp; AMSP. Such structured programs in the curriculum addresses the silent pandemic of health care associated infections and antimicrobial resistance. Disclosures All Authors: No reported disclosures

A cross-sectional study examining the nature and extent of interprofessional education in schools of pharmacy in the United Kingdom

BackgroundInterprofessional education can prepare the workforce for collaborative practice in complex health and social care systems.AimTo examine the nature and extent of interprofessional education in schools of pharmacy in the United Kingdom.MethodAn online questionnaire was developed using systems theory, published literature and input from an interprofessional expert panel; it included closed and open-ended questions and a demographic section. Following piloting, it was distributed to 31 schools of pharmacy. Descriptive statistics were used for quantitative data, and a content analysis approach for qualitative data.ResultsTen schools of pharmacy responded. All reported delivering compulsory interprofessional education. Most (80%) reported an interprofessional steering group overseeing development. Formative and/or summative assessment varied depending on year of study. Mechanism and purpose of evaluation varied with respondents reporting Kirkpatrick Evaluation Model Levels 1–3 (100%; 80%; 70%). Two themes were identified: “Variation in Interprofessional Education Approaches and Opportunities” and “Factors Influencing Development and Implementation of Interprofessional Education”. Formal teaching was mainly integrated into other modules; various pedagogic approaches and topics were used for campus-based activities. Respondents referred to planned interprofessional education during practice-based placements; some still at pilot stage. Overall, respondents agreed that practice-based placements offered opportunistic interprofessional education, but a more focused approach is needed to maximise student pharmacists’ learning potential.ConclusionMost interprofessional education offered in undergraduate pharmacy curricula in the United Kingdom is campus-based; the nature and extent of which varies between programmes. Very few examples of practice-based activities were reported. Results may inform future interprofessional education curricular development.

US medical school curriculum on opioid use disorder—a topic review of current curricular research and evaluation of winning student-designed opioid curricula for the 2021 Coalition on Physician Education in Substance Use Disorders curricular competition

The opioid crisis in the US severely affected and continues to affect population's health. The opioid crisis was in part fueled by inadequate pain management, which is in part due to the inadequate education in both pain and opioid use disorder (OUD) for health care professionals. In 2021, the Coalition on Physician Education in Substance Use Disorders (COPE) organized a curricular competition soliciting US medical students-designed OUD-related curricula. Twelve winning curricula were identified. Here, we first conducted a topic review regarding current US medical school OUD curricula. Then we evaluated the COPE winning curricula and compared them to the curricula identified in the topic review. For the topic review, ten relevant databases were searched up to December 31, 2021 using a combination of pre-determined keywords. Total of 25 peer-reviewed articles were selected based on the pre-determined criteria, which included 5 articles describing opioid curricular development at the state level (AZ, CA, MA, PA, and RI), 17 research articles evaluating a curriculum developed in a single institution, 2 literature reviews, and 1 article detailing curricular development and validation processes in a single institution. Although vary in organizations and formats, state-level curricula were comprehensive and could be adopted by other states or institutions with necessary local issue-based modifications. Faculty development and critical resources were major challenges for curricular implementation. The 17 research articles exhibited good scientific quality (Medical Education Research Study Quality Instrument (MERSQI) score = 11.94 ± 2.33 (maximal score = 18)). All research articles reported to some extent, the success of respective curriculum, in improving students' knowledge in and/or attitude towards OUD, based on primarily pre- and post- comparisons. Compared to these published curricula, winning students-designed curricula had more specific focuses, diverse learning activities, and varieties in assessment methods. For all curricula, long-term evaluations were lacking. Except for the state level curricula, majority of the other curricula did not emphasize specifically on chronic pain education or the biopsychosocial approach. Interprofessional education approach was also lacking. Our topic review and curricular evaluation highlighted the needs for integrating OUD and chronic pain medical curricula, developing long-term assessment tools, and more OUD curriculum research overall.

Seeing Voices: A Dynamic, Interprofessional Approach to Teaching Performing Arts and Speech-Language Pathology Students About Vocal Anatomy and Physiology

Seeing Voices was an interprofessional, technology-enabled, large-scale, teaching and learning event developed to address the need to improve voice students' knowledge of laryngeal anatomy and physiology toward understanding and maintaining vocal health. Seeing Voices trialed a novel interprofessional educational approach, collected both quantitative and qualitative data about student experiences of laryngostroboscopic examination, and built a databank of laryngeal recordings for future student learning. Seeing Voices involved two 3-hour seminars in a large, university lecture space, run by an interprofessional team (speech-language pathologists, vocal coach, Ear Nose and Throat consultant) with quality equipment projecting laryngeal images to large screens with expert commentary in real time. Participants were 18 students who volunteered for laryngeal examination (9 per seminar) and student attendees (n=175) from performing arts courses (classical singing, contemporary, jazz, musical theater, acting) and a speech-language pathology course. A quantitative evaluation of knowledge gained was undertaken using a Qualtrics survey. Results from pre (n=175; performing arts=120; speech-language pathology (SLP)=55) and postevent (n=99; performing arts=56; SLP=43) questionnaires were received from the students who attended. Interviews were collected from 15 of the 18 student volunteers about their experiences of nasendoscopic evaluation and data were analyzed using qualitative description and qualitative content analysis. Quantitative results demonstrated a strong trend toward increased knowledge following attendance at the event across year cohorts for both student groups. Qualitative interviews highlighted the value in seeing multiple examples of normal laryngeal functioning across different vocal techniques in real time. For those undertaking nasendoscopic examination, simultaneously seeing and feeling laryngeal maneuvers used in training appeared to promote understanding of their own vocal mechanism and the purpose of different vocal techniques. Seeing Voices offers a novel way to improve interprofessional collaboration, and engagement with, and understanding of, laryngeal anatomy and vocal health by students in performing arts and speech-language pathology courses.

Corrigendum to “An interprofessional education approach to pain management through a standardized patient encounter” [J Interprof Educ Pract 29 (2022) 100568

Corrigendum to “An interprofessional education approach to pain management through a standardized patient encounter” [J Interprof Educ Pract 29 (2022) 100568

Communication, Information, and Education on Self-Awareness about Marriage Age Maturation among Adolescent Girls

Indonesia has the highest rate of early marriage in the world, according to a UNICEF study, placing 15th out of 63 countries. Child marriage will make it much harder for Indonesia to obtain a high human development index and meet sustainable development goals. To determine whether Communication, Information, and Education (CIE) regarding maturing age at marriage through the Interprofessional Education (IPE) approach affected the students' self-awareness. An experimental study with one group pre-test and post-test design was conducted on 121 participants. They were selected using random sampling from 16-30th August 2021 in Hidayatul Mubtadiat Islamic boarding school, Puri sub-district, Mojokerto district, East Java province, Indonesia. The intervention group attended a workshop led by a religious leader, psychologist, and maternity nursing lecturer, completed by a follow-up program. The data was collected using the self-awareness questionnaire modified from the Situational Self-Awareness Scale (SSAS). IBM SPSS (v.28) was used to analyze the data, including statistical tests such as descriptive statistics and a paired t-test for comparing the mean scores. A 5% level of significance was considered. After interventions, there was a significant self-awareness score improvement (p-value 0.000 and T value = -15.9). The participants had self-awareness in the good category of 60.3 %. Up from 17.4 % before the intervention with a change in mean + standard deviation (SD) pre-post 57.8 + 7.2 to 66.2 + 7.0. Meanwhile, the number of participants who had less self-awareness before the intervention (42.1%) decreased to 5% after the intervention. The study's findings verified the effectiveness of the CIE strategy to enhance self-awareness among adolescent girls using the IPE method. The supply of CIE on the maturity of marriage age with an interprofessional education approach is the proper step to raise adolescents' self-awareness in the right decision-making process. So that they can avoid early marriage deliberately and independently.

An interprofessional education approach to pain management through a standardized patient encounter

Interprofessional education and collaborative practice requirements of professional health programs have resulted in collaborative learning programming in nearly all health professions. Due to recent initiatives for contemporary education of health professionals on pain science education, an academic health science center at a large public southeastern university created a focused interprofessional learning activity on pain science education within its curriculum. The learning objectives for this session aligned with both the core competencies from the Interprofessional Education Collaborative and the International Association for the Study of Pain. In a two-year period, nearly 750 students participated in this interprofessional pain science education session from medicine, nursing, pharmacy, physical therapy, and behavioral health. The session involved a standardized patient encounter for a patient presenting with chronic pain. Both faculty observers and the standardized patients assessed student teams on their interprofessional competencies during the activity, who then discussed findings prior to faculty-student debriefings. Faculty and standardized patient raters agreed that student groups demonstrated very strong skills in communication, information sharing, and solicitation of patient/client input during the event. Other skills were met with some level of disagreement. This session identifies the potential impact of interprofessional learning that can transpire through a standardized patient experience with modeling of activities in association with contemporary pain science education competencies. Future models of this program should include further assessment of interprofessional learning from students of all health care disciplines as well as continued solicitation of input from the patient or standardized patients.

Online simulation-based education in graduate education: Initial implementation and content revision description.

Treating those with mental illness frequently requires collaboration among health care providers from different disciplines as well as easy access to care. Neither interprofessional collaboration (IPC) nor accessible care can be assumed to automatically occur or be available in the busy health care environment. Early and deliberate exposure of graduate students in health care disciplines to interprofessional educational activities is imperative to strengthen IPC. Empirical evidence supports the linkage between interprofessional education (IPE) early-on in training and IPC. Additionally, early and focused training of graduate students in health care disciplines to telebehavioral health (TBH) can help promote care access. The current literature supports TBH as an effective treatment approach that enhances access to care. Thus, the creation of educational activities for graduate students in health care disciplines that use early exposure and training in both: IPE and TBH approaches to enhance IPC can position future providers to provide quality patient care, especially given the COVID-19 pandemic implications on health care and education. This article describes the authors' experience in implementing and evaluating an interprofessional, simulation-based educational activity in psychopharmacology using a TBH approach in graduate nursing and psychology students. This quality improvement process used the plan-do-study-act cycle of continuous quality improvement to establish the initial implementation and the 11 steps of the International Nursing Association for Clinical Simulation and Learning standards of best practice to then refine this educational activity. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Promoting Person-Centered Care for Health Baccalaureate Students: Piloting an Interprofessional Education Approach to Wound Management.

To describe and analyze the implementation of a wound management interprofessional education experience for nursing, podiatry, pharmacy, and exercise and nutrition science health baccalaureate students. The disciplines outside of nursing were invited to join the classes of a wound care elective unit in nursing. This study included the development and implementation of a wound care program and observation of all students enrolled in the health disciplines where wound management education was relevant. Results indicated an increase in students' recognition of their roles and the roles of others within an interprofessional healthcare team. Facilitators reported that students learned to share information and work collaboratively to plan care for people with wounds. The outcomes confirm that the structured wound management program of interprofessional education within a Faculty of Health course promoted student recognition of wound management and the essential shared approach to person-centered care.

3D printing applications through peer-assisted learning and interprofessional education approaches

Introduction: Although 3D printing offers customised assistive technology devices at relatively low costs to address the access needs of individuals with disabilities, implementation barriers exist to achieve widespread technology adoption. To improve 3D technology acceptance and to better prepare future clinicians, peer-assisted learning (PAL) was undertaken between occupational therapy (OT) students and students with expertise in 3D printing to work to address real-life patient functional problems. Methods: 3D printing technology acceptance was measured between cohorts of OT students (Cohort Year 2020, n = 31; Cohort Year 2021, n = 32) without and with PAL integration approaches, respectively, at the conclusion of the 15-week term at project completion. Results: After the structured interprofessional PAL modules, Cohort Year 2021 improved in perception of Usefulness (p = 0.023) as compared to Cohort Year 2020, while the Ease of Use (p = 0.095), Attitude Toward Using (p = 0.313) and Intention to Use (p = 0.271) categories did not significantly differ between cohort years. Conclusions: PAL modules may improve perceptions of 3D printing Usefulness among OT students, however Ease of Use should continue to be explored as both 2020 and 2021 cohort average perceptions were neutral related to 3D printing technology. Identifying ideal training and mentoring approaches may alleviate the Ease of Use barriers to integration of this technology within both the classroom and practice settings and benefit patients.

Implementation of Interprofessional Education in Dietetics Curricula

To assess fulfillment of interprofessional education (IPE)-related ACEND requirements and examine associations between IPE approaches and directors’ confidence in students’ capacity to engage in interprofessional collaborative practice (IPCP).

Pharmacist-led review sessions with medical students and their impact

The Institute of Medicine (IOM) called for a new emphasis on interprofessional approaches to medical education suggesting the ever challenging and complex needs of patients can best be addresses by healthcare professionals communicating and working together as members of an interprofessional healthcare team. A number of different articles are published on the effects a pharmacist can have on medical education in the clinical years. Few articles detail the effect pharmacists could have on medical students in their pre-clinical years. The purpose of this study was to determine if an interprofessional educational approach, defined as having a pharmacist-led pharmacology review session(s), can impact medical student attitudes towards pharmacists. A pre-post survey design using a reliable and validated tool was performed. This study supports, using trending data, the premise that interprofessional education can impact attitudes of healthcare students towards each other. Pharmacist educating medical students in pre-clinical years was shown to have an impact of medical students’ attitudes towards the role of pharmacist, especially in providing drug treatment decisions.

Development and implementation of a COVID-19 Vaccine and Pandemic Planning course: An interprofessional education approach.

We developed an online interprofessional COVID-19 Vaccine and Pandemic Planning course at the height of the pandemic to prepare health science students for future vaccine delivery. Faculty from nursing, pharmacy, medical, and dentistry developed a six-week online co-curricular interprofessional education activity open to all health science students across seven schools on three campuses within the same University system. Total enrollment included 303, with 228 completing the course from 16 programs. The majority of students were from the Doctorate in Dental Surgery (DDS) program (26.2%) and the Midwestern urban campus (90.3%). Successful rapid course development and implementation was attributed to several factors. The broad range of students across health science programs and differing years in respective programs provides insight to plan future co-curricular activities. The rapid development of a system-wide health science IPE course has implications for continuously changing professional health education needs.

Project Taking Charge: An Interprofessional Education Approach to Improve Health Outcomes

Project Taking Charge (PTC) is an interprofessional community health education experience for medical, nursing, pharmacy, and public health students. PTC uses a patient/family center, inter-professional team-based approach to change project participants’ lifestyle and health practices that will improve their health status. The PTC employs the KAP-O health promotion strategy that increase Knowledge resulting in positive Attitudes changes that lead to desirable Practice changes of project participants. Positive health behavioral (practice) changes result to health Outcome improvements. Participants who attended more than one health promotional session decreased their risk factors as indicated by the screening results.

The Influence of Workshop on Health Professions Students Perceptions for the Implementation of Interprofessional Education (IPE) and Interprofessional Collaboration (IPC) in Clinical Practice

The most important step in changing the development of health professional education is by arranging health education, so the students are able to get education and learning experience according to the demands of professional competence. Key to quality health care at an efficient cost is by increasing effective collaboration between health workers by introducing collaboration practices early on through the education process. The form of learning are Interprofessional Education (IPE) and Interprofessional Collaborative (IPC) learning with each professions so that it can develop collaboration between two or more health professions for optimal patient service. This study aims to find out how students perceive IPE and IPC in clinical practices at the Medan Ministry of Health Polytechnic&#x0D; &#x0D; This quasi-experimental design study used design one group before and after intervention design approach, which carried out in the Medan Health Polytehcnic. The student population of third-level Medan Ministry of Health Polytechnic of Health at Midwifery, Nursing, Dental Nursing, Pharmacy and Midwifery Health Analysts amounted to 511 people, taking the sample number socially as of 94 people, the sample size was determined based on the inclusion criteria and random sampling. Data analysis was carried out in univariate and bivariate ways by using the T test.&#x0D; &#x0D; The results showed that there was a significant effect of the workshop on students&amp;rsquo; perceptions of the IPE and IPC approaches in Clinical Practices were assessed from 4 aspects before and after the Team work workshop; Teamwork and collaboration p = 0.004, relationships with other professional workers p = 0,000, Professional Identity p = 0,000, Roles and Responsibilities p = 0.016&#x0D; &#x0D; Workshop influences students&amp;rsquo; perceptions of the implementation of IPE and IPC of IPE and IPC in clinical practices in the Medan Ministry of Health Polytechnic, it is expected that the Director of Medan Poltekkes facilitates clinical practices through the IPE and IPC approaches

Perceptions of Undergraduates and Mentors on the Appropriateness, Acceptability, and Feasibility of the HEPI-TUITAH Micro-Research Approach to HIV Training in Uganda.

PurposeTo evaluate the perceptions of undergraduates and mentors on the appropriateness, acceptability, and feasibility of a mentored seed-grant (micro-research) by Health Professions Education Partnership Initiative - Transforming Ugandan Institutions Training Against HIV/AIDS (HEPI-TUITAH) program on HIV training in Uganda.MethodsWe conducted a cross-sectional descriptive qualitative study with focus groups, on HIV micro-research training, with undergraduate health professions students and faculty mentors across three partner institutions in rural Uganda.ResultsA total of 24 students and 13 mentors (5–8 per group) took part in the focus group discussions. Most participants stated that the HEPI-TUITAH micro-research program was acceptable, appropriate and feasible for health professions undergraduate students. The interprofessional education approach of bringing together students from different programs and years of study was valuable especially for peer mentorship. There was a need to provide for institution-based training in addition to the centrally organized training for the benefit of all the team members. Participants also noted a need for the program to find a way of providing the students with data collection experience even with the COVID-19 pandemic situation.ConclusionThe HEPI-TUITAH micro-research program was perceived as acceptable, appropriate, and feasible for health professions undergraduate students. It also promoted teamwork and academic collaboration. Provision for institution-based micro-research training activities and data collection experiences for the undergraduate students even during the COVID-19 pandemic would make the program more valuable. The lessons learnt will be applied to future training cohorts to optimize program impact and may be useful for similar programs in other settings.