Collaboration Across Healthcare Disciplines; an Interactive Learning Experience
Background: Interprofessional collaboration is essential for best patient care. However, traditional educational models can fall short in preparing healthcare students for effective teamwork. This IPE (Interprofessional Education) course is designed to foster interprofessional collaboration, enhance communication skills, and develop ethical decision-making capabilities among future healthcare professionals. This study aimed to evaluate an IPE course designed to enhance collaboration, communication, and ethical decision-making among healthcare students
Design/Methodology: Approximately 200 students from various healthcare disciplines (AT, PT, OT, SLP, Nursing, RT) took part in an IPE course. Students were divided into interprofessional groups and engaged in both online and face-to-face interactions. The course employed pedagogical strategies including group formation, knowledge sharing, facilitator training, and real-world application. The curriculum was structured around four key areas: workplace communication, collaboration models, scope of practice, and ethical considerations. Faculty facilitators from each discipline were recruited and trained to support student learning. They provided discipline-specific expertise and facilitated group discussions. Session One: Focused on building group cohesion and foundational knowledge. Students explored workplace communication strategies, collaboration models, and scope of practice to establish a shared understanding of team dynamics and roles. Session Two: Delved into ethical considerations, emphasizing diversity, equity, and inclusion. The session utilized Catholic Religious Directives to examine ethical issues in contemporary healthcare. Final Session: A problem-based learning case was implemented to simulate real-world healthcare challenges. Students applied their knowledge to address complex patient needs, proving their ability to work effectively within an interprofessional team while prioritizing patient needs.
Results: Student evaluations showed increased confidence in working with other healthcare professionals, improved communication skills, and a deeper understanding of the distinct roles and responsibilities of other professions. Additionally, students reported enhanced ethical decision-making abilities and a stronger commitment to patient-centered care. Results of the SPICE-R2 indicated 94% of students reported either agree or strongly agree for all post assessment responses in the areas of teamwork, roles and responsibilities, and patient outcomes because of collaborative practice.
Conclusion: The IPE course outlines an effective model for developing interprofessional competencies among healthcare students. By combining online and face-to-face learning, group-based activities, and faculty mentorship, the course effectively equipped students with essential skills for collaborative practice.
Reflections/implication: Sustaining interprofessional collaboration beyond the course is a critical next step. To optimize future IPE initiatives and better prepare healthcare professionals for complex care delivery, further exploration of strategies such as longitudinal IPE experiences, and interprofessional mentorship programs are needed.