Background: Interprofessional education (IPE) is explicitly mandated across most health professions to foster collaborative practice among healthcare professionals. However, the absence of a standardized approach for developing and implementing IPE curricula, as well as for identifying and assessing appropriate learning outcomes, has resulted in significant variation both within and across different health professions. Understanding how educational institutions with nationally-recognized…

Teaching and Implementing Active Listening to Bridge Racial Disparities between Patients and Healthcare Providers Background:Racial disparities in healthcare persist, often due to communication gaps between patients and providers. Patients of marginalized racial backgrounds frequently report feeling unheard or misunderstood, leading to mistrust, decreased satisfaction, and poorer health outcomes. Active listening—defined as a structured approach to listening that involves fully…

Background:Interprofessional collaboration is vital in nursing education, as the Commission on Collegiate Nursing Education (CCNE) standards emphasize. These standards ensure nursing programs equip students to function efficiently within healthcare teams. Similarly, the Council on Social Work Education (CSWE) uses Educational Policy and Accreditation Standards (EPAS), which mandates that social workers comprehend the roles of diverse professionals in interprofessional practice. Social…

Student-led clinics provide a unique opportunity for students to engage in interprofessional education. Under the guidance of health professionals, they collaborate with multiple disciplines to care for members of the community. Students practice advocating for their neighbors and learn roles. Students are also exposed to diverse perspectives as they practice communication and mutual respect. A need was discovered to provide more IPE experiences for students at Indiana University-…

We hear routinely from groups of interprofessional students that they want organic opportunities to interact and "just get to know one another" before being expected to work together during formal interprofessional education (IPE) events. In response, our IPE collaborative, which is a joint effort between Johns Hopkins Schools of Medicine, Nursing and Public Health and the Notre Dame of Maryland School of Pharmacy, developed an introductory "social" IPE event that precedes other IPE…

To provide quality interprofessional education (IPE), active learning sessions must involve facilitators who can articulate values and ethics, communicate effectively, and honor roles and responsibilities. Facilitators are commonly faculty, staff, or clinicians. However, with competing interests, faculty, staff, and clinician time can be limited and a barrier to implementing effective IPE. The Ohio State University College of Pharmacy implemented a system to utilize residents and fellows as…

Background: A core belief of intervention (in this case, IPE interventions) is the importance of meeting students where they are; in order to do so, we have to know where they are. The aim of this study is to reveal the expectations for IPE during pre-professional education and training from the perspectives of five different health profession programs prior to the first IPE class. Design: Qualitative, thematic study of student responses to a reflection prompt within their first, pre-…