Collaborative Innovations: Integrating Interprofessional Education into Public Health Curriculum
Background (Part of the AIHC Mentoring Program)
The Tulane University School of Public Health and Tropical Medicine has embarked on an ambitious project to enhance the interprofessional education (IPE) of public health students through the creation of innovative online modules. The need for this project stems from a recognized gap in interprofessional competencies among public health graduates, which hinders effective collaboration in real-world settings. To address this, we collaborated with experts from the University of Nebraska Medical Center and the University of Texas Medical Branch at Galveston to develop six comprehensive online IPE modules. These modules introduce learners to the four core IPEC competencies: values/ethics for interprofessional practice, roles/responsibilities, interprofessional communication, and teams/teamwork.
Design/Methodology
These modules were integrated into a curriculum for a new course titled "Fundamentals of Interprofessional Collaboration and Practice." This 1-credit hour online course, launching in Fall 2025, is designed for Master of Public Health students. The curriculum is structured to foster interactive learning. Each module includes case studies, simulations, and reflective exercises that encourage students to engage with the material. The course incorporates feedback and evolves best practices in IPE. To ensure a comprehensive learning experience, students will be required to engage in a minimum of two IPE activities after completing the course. These activities are crafted to reinforce the course objectives and provide opportunities for students to practice interprofessional collaboration.
Results
The course represents a significant advancement in our educational offerings. Each module equips students with applicable skills to enhance their engagement with the material. Preliminary outcomes indicate that students develop an understanding of interprofessional collaboration and are able to apply these skills in diverse population environments. Data collected from pre- and post-course surveys will provide evidence of the course’s effectiveness in preparing students for collaborative practice settings.
Conclusion
Our innovative approach not only enhances the educational experience of public health students but also prepares them to meet the demands of contemporary public health practice. By integrating IPE competencies into the curriculum, we ensure that our graduates are well-equipped to contribute effectively to interdisciplinary teams, thereby improving health outcomes for populations. The project aligns with the growing emphasis on collaborative practice for increased health outcomes.
Reflections/Lessons Learned/Implications
The development of this course has underscored the importance of inter-institutional collaboration and mentorship. The implications for public health education are profound, suggesting that a comprehensive, competency-based IPE curriculum can significantly enhance students' readiness for interprofessional practice.
