Introducing IPE - Building an Introductory IPE Experience for a Diverse Group of Graduate Learners
Background: Morehouse School of Medicine (MSM) has developed the Connections Learning Experience (CLE) as an introductory interprofessional education (IPE) experience for healthcare, research, and public health learners. This experience aims to align with MSM's strategic goals and address identified gaps in IPE curricular offerings. This initiative is part of MSM's commitment to fostering an educational environment emphasizing interprofessional collaboration and advancing health equity and justice.
Statement of Problem: Despite the recognized importance of interprofessional collaboration in healthcare, we found our students required a more comprehensive introduction to the IPE competencies before engaging in IPE offerings in their later educational years. The early introduction of IPE concepts can help enhance learner readiness to engage in multidisciplinary teams (Kemp & Brewer, 2023).
Aims:
1. Develop and integrate introductory IPE learning experiences into the established MSM curriculum to ensure all students gain foundational knowledge and skills in IPE competencies.
2. Introduce students to key interprofessional competencies to prepare them for future work in interprofessional health teams.
3. Improve the learning environment through increased peer-to-peer interactions, fostering a culture of collaboration and mutual respect among different professions.
4. Implement a robust assessment plan to make data-driven improvements to enhance student learning outcomes and interprofessional competencies.
These aims are designed to address the identified gaps and ensure that MSM graduates are well-equipped to work effectively in interprofessional health teams, ultimately contributing to improved health outcomes and health equity.
Design:
The CLE includes a combination of online modules and team-based sessions focusing on values/ethics, roles/responsibilities, interprofessional communication, and teamwork for first-year students in all the divisions at MSM (biomedical sciences, medicine, public health, and physician assistant studies). Students participate in activities designed to enhance their understanding and application of interprofessional competencies at an introductory level.
Results:
The implementation of the CLE is evaluated through various assessment methods, including pre/post-tests, surveys, essays, and faculty observations. These assessments measure changes in student attitudes, perceptions, and competencies related to interprofessional collaboration. Initial pilot results indicated positive student engagement and improved understanding of interprofessional roles.
Conclusion:
The CLE addresses the need for an introductory IPE experience within our graduate school curriculum. By enhancing learner readiness to participate in diverse health teams, the initiative contributes to overall improved health outcomes.
Lessons Learned: The CLE taught us several lessons, including the importance of adaptability, the reiteration of student, faculty, and institutional engagement, and maintaining an environment of continuous improvement.
