Interprofessional Education Learning Research Articles

Health professional students’ emotional responses to effective and ineffective teamwork

Introduction: Pre-registration students learn interprofessional competencies for effective teamwork through interprofessional education (IPE), yet they do not always see effective teamwork in the clinical workplace or experience it in IPE learning activities. In this study, we explored: (1) what students recall of experiences of interprofessional teamwork interactions in workplace settings or in IPE learning activities and (2) what and how they describe the emotion attached to these experiences. Methods: A pre- and post-test survey design was used, which included qualitative questions administered before and after a clinical workplace-based cancer and life-limiting illness IPE activity for two cohorts of students. We surveyed students about teamwork experiences in both workplace and IPE learning activities and how they felt about them emotionally. A content and thematic analysis was undertaken, the latter using a process adapted from Attride-Stirling (2001). Results: For the before-IPE responses, 31 out of 50 students in the two cohorts responded (62%), and for the after-IPE responses, 29 out of 50 in the two cohorts responded (58%). There were two global themes: (1) students readily recognise both effective and ineffective teamwork and (2) ineffective teamwork experiences can evoke strong emotional responses. Conclusion: Students’ emotional responses from being involved in or observing effective and ineffective teamwork may influence their future engagement in interprofessional teamwork and IPE activities.

A Case Study for Training Interprofessional Teams in Addressing the Social Determinants of Health in Older Adults.

This case study addresses the interwoven nature of the social determinants of health, fall prevention, older adults, and home healthcare as a topic for teaching interprofessional education across professional development or academic settings. The case study challenges interprofessional learners to dissect and discuss the profile of the patient and other stakeholders, care team decisions, evidence-based research, and the considerations of significant variables on the implications for clinical reasoning and practice. Interprofessional education that includes case studies leads to the development of better skills related to clinical assessments and problem-solving. Sample facilitation questions and extensive research and resources are provided to assist those preparing to implement and facilitate the case study during an interprofessional education training session. We concluded our article by encouraging practitioners to share teaching strategies through publication so we can strengthen interprofessional education learning, as this contributes to stronger, more effective interprofessional education experiences, a need highlighted in the literature.

Learner experiences of identity and global interdependence following engagement with an interprofessional education course

ABSTRACT University core curricula and accreditation standards for healthcare profession programs can be challenging to align. Additionally, interprofessional education (IPE) requirements for healthcare professions curricula have been designed to prepare learners for future practice. This paper describes alignment of an introductory IPE course with embedded Interprofessional Education Collaborative core competencies to specific university Core Curriculum attributes. A cross-sectional, mixed methods design was used to examine 117 learners’ reflections on the IPE course content and learning outcomes. Learners from seven pre-licensure health professions programs provided responses on aspects of their IPE learning experience through reflections, surveys, written examinations, and optional focus groups. Open-ended responses were interpreted thematically from a constructivist lens. Results revealed positive perceptions of the course with feedback for areas of consideration for future course activities. Learners reported more engagement with the Core Curriculum attribute of Identities in Context than that of Global Interdependence. Additionally, responses indicated a perception of task work versus teamwork within the interprofessional team activities. Outcomes provided data that enabled continuous quality improvement of the course. Educators seeking to align IPE courses with institutional core curricula and accreditation standards may use this work to inform structure, assessment, and delineation of teamwork as compared to task work.

Exploring Structures and Processes Supporting Interprofessional Education During Experiential Learning Placements for Student Pharmacists

ObjectiveTo explore stakeholder views on the structures and processes supporting planned and unplanned interprofessional education (IPE) during experiential learning (EL) placements for student pharmacists in Scotland. MethodsOnline semistructured group interviews were conducted with academic staff, practice educators, and EL facilitators (preceptors). Recordings were transcribed verbatim and analyzed thematically. Systems theory underpinned the study. Ethical approval was granted by the School of Pharmacy and Life Sciences Ethics Review Committee at Robert Gordon University. ResultsThree main themes were identified: current IPE delivery and context, factors affecting IPE delivery and student pharmacist learning, and rethinking current IPE provision. Stakeholder views provided valuable insights into presage factors relating to contextual elements (cultural, logistical, regulatory) and their influence on IPE delivery and interprofessional learning. EL facilitator and student pharmacist characteristics were also highlighted as influencing factors; process factors included examples of planned and unplanned IPE experiences on offer in community, hospital, primary care, and specialist areas of pharmacy practice; product factors highlighted the importance of IPE to support the development of collaborative competencies. Future developments need to focus on a continuum of IPE learning and a coordinated approach between higher education institutions and placement providers and interprofessional practice teams. ConclusionCurricular development and implementation of new IPE is not without its challenges. This study has provided a strong foundation that will inform future developments to ensure new initiatives are conducive to supporting effective interprofessional learning during placements.

Problem-Based Learning for Interprofessional Education: A Review of the Concept and Its Application in a Geriatric Team.

The global population is aging, with those aged 65 years or over increasing in number and accounting for a growing share of the population. There are increasing demands for geriatric care which makes the development and delivery of effective geriatric team training a priority. Training in geriatrics is complex because of the multiplicity of medical, psychosocial, and functional issues in elderly individuals which need to be addressed by a multidisciplinary approach using interprofessional education (IPE). Problem-based learning, a student-centered educational model that brings several natural strengths to IPE, is a unique curriculum replacing the traditional lecture-based learning model. This model enhances physician competency after graduation, mainly in psychosocial and teamwork issues that are fundamentally essential for geriatrics. IPE has been shown to have a substantial positive impact on team collaboration, individual development, and healthcare improvement. In this paper, we summarize the current findings from recent studies on training professionals from different healthcare disciplines to deliver care for the elderly in collaborative practice. We also discuss if an interprofessional problem-based geriatric team program in geriatrics is a promising solution to enhance professional collaboration and quality of patient care.

Dissecting through the decade: a 10-year cross-sectional analysis of interprofessional experiences in the anatomy lab

ABSTRACT Interprofessional education (IPE) is prioritized as a critical component in preparing pre-licensure health professional students for effective teamwork and collaboration in the workplace to facilitate patient-centered care. Knowledge in anatomy is fundamental for healthcare professionals, making interprofessional anatomy education an attractive intervention for IPE and anatomy learning. Since 2009, the Education Program in Anatomy at McMaster University has offered an intensive 10-week IPE Anatomy Dissection elective to seven health professional programs annually. From 2011, students were invited to complete the Readiness for Interprofessional Scale (RIPLS) and Interprofessional Education Perception Scale (IEPS) before and after the elective. A total of 264 students from 2011 to 2020 completed RIPLS and IEPS. There were significant differences before and after the elective in students’ total RIPLS scores and three of the four subscales: teamwork and collaboration, positive professional identity, and roles and responsibilities. Similarly, there were statistical differences in the total IEPS scores and two of three subscales: competency and autonomy and perceived actual cooperation. Statistically significant differences in RIPLS and IEPS total scores across several disciplines were also observed. This study demonstrates the elective’s impact in improving students’ IPE perceptions and attitudes, likely from the extended learning and exposure opportunity with other disciplines.

Preaching Through the Choir. What Interprofessional Education Can Learn From Choir Singing.

Collaboration between healthcare professionals from different backgrounds is a true art to be mastered. During interprofessional education (IPE), learners from different professions learn with, from and about each other. Landscape of Practice (LoP) theory can offer insight into social learning in IPE, but its application is rather complex. We argue that choir singing offers a helpful metaphor to understand different concepts in LoP (brokers, engagement, imagination and alignment) and how they are manifested in IPE. Based on similarities between choir singing and IPE, we present four lessons: 1) The teacher sets the tone: a lesson for brokers; 2) You can only learn so much alone: a lesson for engagement; 3) Listening is not as easy as it sounds: a lesson for imagination and 4) A song is more than the sum of its parts: a lesson for alignment. Moreover, we reflect on differences between choir singing and IPE, and insights from these differences.

Interprofessional Education: Learning Method and Core Competencies in Medical Students in Asia

Background: Interprofessional collaboration is a partnership among health professionals that supports more comprehensive, confident, and safe healthcare. Collaboration competence in Indonesian health worker still needs to be improved. Interprofessional education is an effort to realize interprofessional collaboration. Aims: This study aims to describe the implementation of interprofessional education learning for preclinical medical students in Asia by identifying learning methods, learning outcomes and challenges.Methods: Scoping reviews were conducted in this study. Articles were sourced from Proquest, PubMed, and Taylor & FrancisOnline using Population, Intervention, Comparison and Outcomes (PICO Framework). In the identification process, 737 articles were found and screened according to inclusion criteria. Nine articles were assessed for eligibility using the Joanna Briggs Institute Critical Appraisal Tools Checklist for Quasi-Experimental Studies and seven articles were obtained.Results: Learning methods such as simulation-based learning, problem-based learning, didactic learning, community-based learning, team-based learning, and shadowing were found. Learning outcomes vary in each article because objectives, measuring instruments, and selection of activities are also varied.Conclusion: Interprofessional education improves students' ability to collaborate. Learning methods and outcomes varied according to the objectives and design of the program in each institution. The challenges encountered were logistical, student diversity, facilitator skills, and cultural barriers.

Medical Students’ Reflection on Interprofesional Education with Nursing Students

Interprofessional education (IPE) is expected to help future health professionals prepare for collaborative roles between doctors and nurses. Therefore, IPE learning needs to be provided in the learning process of medical and nursing students. Objective: he purpose of this study was to see the effectiveness of IPE learning in medical students. The method used was qualitative content analysis method on self-reflection documents. Method: The population in this study were first-year medical students who participated in IPE learning, using total sampling of 157 respondents. Data were analyzed by qualitative content analysis method on self-reflection documents done by students. Results: The results obtained were three themes namely positive experiences, negative experiences and learning outcomes. Conclusions: IPE learning can encourage the development of relationships between students and the profession of doctors and nurses.

Barriers and Facilitators to Enhance Interprofessional Education for Rehabilitation Science Graduate Students

Interprofessional education (IPE) aims to develop healthcare practitioners who work effectively in teams, demonstrate strong communication skills, respect others, and have a working knowledge of the roles and responsibilities of other professionals. Of identified research to date, it is unclear what students perceive as important for effective IPE delivery and learning. The purpose of this study was to identify graduate students' perceptions of facilitators and barriers to learning interprofessional practice using phenomenology. Three semi-structured focus groups were conducted including athletic training, occupational therapy, or speech-language pathology students and the transcripts were analyzed using thematic analysis. Four themes emerged about IPE teaching methods and delivery: (1) addressing roles and responsibilities (2) student collaboration and communication (3) engaging with faculty and (4) enhancing realism and diversity of experiences. The themes suggested that IPE can either facilitate or create barriers for students when learning roles and responsibilities, collaborating, and communicating with fellow students, and engaging with faculty. Enhancing the realism and diversity of represented professionals were perceived as potential facilitators for future IPE sessions.

Exploring undergraduate clinical students’ perspectives on interprofessional education

Interprofessional Education (IPE) has been advocated to prepare future healthcare professionals for collaborative practice to improve the quality of patient care and overall health outcomes. The problem statement revolves around the need to bridge the gap between the traditional, silos education of healthcare disciplines and the demands of a modern healthcare ecosystem. Insufficient IPE can result in fragmented patient care, communication breakdowns and suboptimal outcomes. Thus, this study aimed to investigate the perceptions of undergraduate clinical students from Malaysian higher institutions about Interprofessional Education (IPE). This study was conducted among undergraduate final-year students of clinical programs, including nursing, Medical, Nursing, Pharmacy and Health Sciences programs in selected private and public Malaysian higher institutions. The quantitative data was analysed via descriptive statistics using Statistical Package for the Social Sciences (SPSS). Overall, the study received 288 responses from four public institutions and 3 private institutions. About 94.4% (272) of respondents claimed perceived needs for IPE. Most students agreed that patient care and critical patient care in general wards and community chronic patient care should be included in the content of IPE. More than 80% of the respondents agreed collaboration and teamwork, mutual understanding for other disciplines/professionals, conflict control and effective communication are the essential skills to be learned by IPE. The three most wanted IPE learning methods are lecture and discussion, clinical rotation, and role-playing. This study revealed differences in needs and perceptions regarding IPE between programs. This finding warrants further research to design appropriate IPE program goals and strategies that suit specific students' needs.

Impact of a Grand Rounds Interprofessional Workshop: student perceptions of interprofessional socialization and cultural humility

ABSTRACT While uniprofessional education programs develop strong student identities, they may limit the development of behaviors needed for interprofessional socialization. Interprofessional education (IPE) creates an essential platform for student engagement in the development of interprofessional socialization and cultural humility, thus enabling improvement in collaborative communication. In this quasi-experimental observational study, health professional students attended one of three Grand Rounds Interprofessional Workshops (GRIW) and completed online pre- and post-workshop surveys including sociodemographic background, the Interprofessional Socialization and Valuing Scale (ISVS), and the Cultural Competence Self-Assessment Checklist (CCSAC). A total of 394 students from eight professions participated in the workshop with 287 (73%) of attendees completing both pre- and post-workshop surveys. No significant differences were observed in ISVS and CCSAC scores between students across workshops. Significant pre- to post-workshop differences were found in ISVS [t (284) = 13.5, p < .001, 95%], CCSAC [t (286) = 13.8, p < .001] and the cultural competence components of cultural awareness [t (285) = 12.9, p < .001, 95%], knowledge [t (285) = 9.5, p < .001, 95%], and skills [t (286) = 13.3, p < .001, 95%]. Interprofessional education learning opportunities that integrate socialization with health professional students and cultural humility education can improve educational awareness of cultural values and communication for collaborative professional practice.

Interprofessional education for reproductive health service: a review

Safe and quality health services are to avoid interruption of communication between health professionals. Reproductive health services for adolescents can be improved by providing comprehensive reproductive health services. One of the efforts to realize effective collaboration between professions is by training students to use the interprofessional education learning method. This review aims to comprehensively discuss student inter-professionalism to combine various attributes, including self-confidence, flexibility in managing conflict, and commitment to promoting adolescent reproductive health. Study Review and data collection were conducted between 2010 and 2019. Health Promotion Model (HPM) can improve health promotion behavior, identify the quality of life, and predict changes in factors influencing health promotion behavior. Quality adolescent reproductive health services by improving communication skills, teamwork, care, ethics, and responsibility in interprofessional education. Interprofessional education can be effective if students have self-awareness and a good level of self-confidence. The students with health majors have opportunities to train in the application of interprofessional education in the health education curriculum, which can improve communication skills and work in teams. To gain competency of mutual respect, keep the ethic, communicate effectively, work in teams, care, and be responsible, one must be given training about Interprofessional Education with additional self-awareness owned by students in implementing adolescent reproductive health services. Understanding the factor of the Health Promotion Model (HPM) can positively contribute to increasing student self-confidence as a Reproductive Health Peer Educator.

Development of an Interprofessional Competency Course Across Multiple Health Professions

Context Although interprofessional education (IPE) is not a new concept in health profession programs, the integration of this collaborative approach into athletic training education is still relatively new. Interprofessional education learning experiences can be embedded in a current course, presented in a stand-alone course, or integrated into service learning, simulation, or clinical education. Regardless of implementation strategy, IPE learning experiences should be adapted to each institution in response to program needs and resources available. Objective To describe the development of an IP course that includes 10 health profession programs. Background Although athletic training programs are required to implement IP collaborative practices, some institutions may experience challenges in developing strategies to meet this goal. Opportunities to engage in IPE initiatives may be present within your own college, institution, and community. Description We will describe the implementation of an IP course that included 10 health profession programs. The paper will outline the course design, course delivery, outcomes/data, and lessons learned along the way to support the continued advancement of IPE in athletic training programs. This course, through revisions, also included foundational understanding for concepts of cultural humility and the competence continuum along with strategies for respectful and effective team building in a diverse and IP environment. Clinical Advantage(s) Through this course, athletic training students are able to interact and collaborate with students from varied health profession programs, which leads to an increased level of rapport among students as well as discussions and integration of diversity, equity, and inclusion. The course also provides athletic training students with opportunities to educate future health professionals about athletic training. Conclusion(s) When contemplating implementing an IPE course, administrators should consider other health programming and students in their respective colleges, campuses, and communities. Other considerations for successful course development include administrative support and buy-in.

Early stages of learning in interprofessional education: stepping towards collective competence for healthcare teams

BackgroundInterprofessional education (IPE) is a core element of many health professional education curricula. To date the focus of much research has been on student perceptions of, and attitudes towards, the learning experience. Little is known about the impact of early IPE experience on how students understand and learn about effective interprofessional teamwork.MethodsThis qualitative study involved first year university students enrolled in health professions degrees and investigated their descriptions of interprofessional teamwork through graphic elicitation and interviews. Participants were enrolled in a large-scale interprofessional unit (subject) in the university.ResultsThe data were analysed through the lens of a tool that classifies dimensions of interprofessional activity. The findings indicated the majority of students had what was classified as a Stage 1 (or ‘nascent’) understanding of integration between work practices and a Stage 2 (or ‘emerging’) understanding of the dimensions of interprofessional teamwork which were commitment, identity, goals, roles and responsibilities, and interdependence.ConclusionsBased on the findings, the stages for a learning trajectory for interprofessional education are proposed and each stage is mapped to dimensions of interprofessional activity. A number of pedagogical strategies are suggested in order to move students through this two-stage model of learning and ensure their readiness for interprofessional teamwork as health professionals.

Designing a Conceptual Framework to Align Learning Objectives to the Interprofessional Education Collaborative Core Competencies: A Narrative Review

Introduction: Early placement of interprofessional education (IPE) in academic curricula may foster foundational learning to shape student attitudes, knowledge, and skills and better prepare practice-ready clinicians for future team-based collaboration. The purpose of this narrative review was to investigate and analyze the current use of IPE in OT and PT higher education. Methods: Three databases, Academic Search Complete, Cochrane Database of Systematic Reviews, and ERIC, were searched from 2017 to 2022. Inclusion criteria were articles with full text availability, published within the 5 year search time range from the time of the narrative review process, peer reviewed studies, original research, meta-analysis studies, case studies, and review articles. Duplicates were removed, and studies were excluded if related to only clinical or practice-based healthcare delivery, community health service-learning, virtual or telehealth platforms, not applicable to the disciplines of OT and PT, or not available in English. Results: After filtering and screening articles yielded from the literature review, a total of studies (n = 76) provided considerable evidence for contributing to best-practice guidelines in aligning IPE learning with student outcomes and the Interprofessional Education Collaborative Core Competencies. Substantial evidence was found, which resulted in the creation of a conceptual framework to advance IPE health science education and to meet discipline-specific IPE accreditation standards for OT and PT education. The resultant proposed IPE Conceptual Framework provides alignment of course learning objectives, accreditation standards, institutional and programmatic learning outcomes, and IPEC Core Competencies to create authentic IPE learning activities. Conclusions: This study provides a current review for IPE in OT and PT education in the United States and can have application abroad. The findings guided development of a conceptual framework for alignment of IPEC Core Competencies, curricular outcomes, and accreditation standards. Follow-up studies are recommended to validate the utilization of the proposed framework, and then subsequent research inquiry to further assess IPE effectiveness.

A comparison of medical and pharmacy student perspectives of a clinical interprofessional home-visit versus a virtual interprofessional workshop.

Background: No Place Like Home is a clinical interprofessional education (IPE) activity whereby pharmacy and medical students conduct home visits under the guidance and supervision of a clinical preceptor to homebound patients. Purpose: We examined pharmacy and medical student perceptions of mastery of interprofessional competencies during an in-person clinical home visit pre-COVID-19 pandemic versus a virtual IPE learning activity consisting of didactic and case discussions in response to the global COVID-19 pandemic. Methods: We administered the same modified Interprofessional Collaborative Competency Attainment Survey (ICCAS) instrument, which uses a five-point Likert scale, to both the in-person and the virtual IPE students following their learning activity. Results: We received a total of 459 completed survey responses with an overall response rate of 84%. For both groups of students, the in-person format was preferred, however, to our surprise, the results indicated that students in the virtual group reported greater perceived gain in interprofessional skills than students in the in-person group. In addition, pharmacy students perceived greater gain from the interprofessional activity and offered more thoughtful reflections about their experience. Conclusions: Even though both groups of students preferred the in-person visit, the IPE objectives were equally (for medical students) or better (for pharmacy students) absorbed in the virtual environment than the in-person clinical home visit.

Pharmacy student self-assessment of interprofessional behaviors in inpatient general medicine advanced pharmacy practice experiences

IntroductionThe World Health Organization defines interprofessional education (IPE) “as an experience where students from two or more professions learn about, from, and with each other to…improve health outcomes.”1 Recent studies have demonstrated that IPE experiences can produce positive outcomes, and the Accreditation Council for Pharmacy Education Accreditation Standards require IPE experiences to be incorporated in both didactic and experiential components of pharmacy curricula. The purpose of this study was to measure the impact of required rotation interprofessional activities on fourth-year pharmacy students' self-assessment of interprofessional collaboration behaviors. MethodsThis was an ambidirectional cohort study conducted among students enrolled in their inpatient general medicine advanced pharmacy practice experience (APPE) at the University of Texas at El Paso School of Pharmacy during academic year 2020–2021. Students completed the Interprofessional Education Collaborative (IPEC) competency self-assessment instrument at the beginning and end of their six-week APPE. The survey instrument assessed IPEC competencies in the four IPE domains. ResultsDuring the 2020–2021 academic year, 29 APPE pharmacy students completed the pre- and post-assessment during their inpatient general medicine APPE. There was a significant increase (P < .001) in IPEC scores from baseline to post-assessment in each domain. ConclusionsStudents had a positive change in interprofessional collaboration behaviors after completing the required IPE on their inpatient general medicine APPE, which is consistent with prior studies.While students' perceived IPE behaviors improved, further research is needed to elucidate the value of IPE learning activities and impact on learning outcomes.

Patient safety interprofessional education program using medical error scenarios for undergraduate nursing and medical students in Korea

ABSTRACT Interprofessional education (IPE) for patient safety is becoming increasingly important worldwide. However, Korea lacks a systematic approach toward patient safety, despite the high demand for teamwork and patient communication education. This study aims to determine the effectiveness of a patient safety IPE program using medical error scenarios. The program was developed to enhance patient safety motivation and interprofessional learning attitudes among medical and nursing students, and evaluate the design of the program and students’ satisfaction levels. The program comprises two modules, each consisting of lectures, team-based case analysis, role-play, and high-fidelity simulation activities. This study followed a quasi-experimental pre-post test design to determine program outcomes. An online survey for the Readiness for Interprofessional Learning Scale (RIPLS), patient safety motivation, program design evaluation, and program satisfaction was conducted before and after the program. Data were analyzed using descriptive statistics, paired sample t-tests, and Pearson’s correlation. The pre-post RIPLS and patient safety results were significant (t = −5.21, p < .001;t = −3.20, p = .002). The results of the medical scenario examination of the patient safety IPE program showed improved motivation for patient safety among students, and contributed to the improvement of IPE learning attitudes by improving team work and collaboration.

PENYUSUNAN DAN UJI COBA PROGRAM INTERPROFESSIONAL EDUCATION (IPE) DARING PADA MAHASISWA FAKULTAS KEDOKTERAN UNIVERSITAS X: SEBUAH STUDI DENGAN METODE CAMPURAN

InterProfessional education (IPE) is a strategy used to prepare interprofessional collaboration teams in the future. However, with the various restrictions on social interaction during the COVID-19 pandemic, it encourages innovation in learning methods. Therefore, this study aims to design an online interprofessional learning module at the Faculty of Medicine of X University (FK X) as a strategy to prepare collaboration teams in the future. This study uses a mixed-method approach to obtain the data needed. A qualitative approach is used to obtain an overview of stakeholders' needs for online IPE learning design. The respondents consisted of study program leaders, lecturers and students of several study programs at the Faculty of Medicine, University X (FK X). Data collection was carried out with structured interviews and focus group discussions (FGDs). The data is recorded and made verbatim, then coding is carried out and arranged into themes and sub-themes. Evaluation of the online IPE teaching design was carried out by measuring students' perceptions of interprofessional education before and after taking the module using the IEPS (Interdisciplinary Education Perception Scale) questionnaire. The first stage of qualitative research (structured interviews and FGDs) on the leadership element, 2 lecturers, and 5 students of each study program resulted in as many as 14 themes and 47 sub-themes which were described into module learning outcomes, study topics, learning activities, and characteristics of online IPE module students. The module evaluation was carried out by testing the differences in perceptions of 252 students towards pre- and post-module interprofessional education. Wilcoxon's bivariate test results showed a significant difference in perception scores for post-module inteprofessional education compared to premodule( p=0.00). There is a positive difference, namely the number of post-module scores that are greater than the pre-module score of 141 people. The increase in perception scores can also be seen from the results of the bivariate analysis of the Medicine, Nursing, Midwifery, and Psychology Study Programs. This research shows that the implementation of the FK X online IPE module has succeeded in increasing students' perceptions of competence and autonomy, the perceived need to cooperate, and perceptions of interprofessional cooperation. This breakthrough is an alternative solution that can be considered for interprofessional learning during a pandemic