This workshop explores a rural IPE program for its curricular and non-curricular elements through student reflections and perceptions of the rural, team-based collaborative practice, and IPE. A large and small group discussion focused on future educational and practice-based implications will give participants practical tools for future IPE and team-based care.

It is well documented that socialization plays an important role in the development of student identity and success. Accordingly, there is growing consensus that IPE should be integrated into more organic, peri-curricular contexts.

This consensus extends to rural practices, that are increasingly being accessed for experiential training. Research suggests the rural clinical setting is the ideal place for IPE, not only because it provides students with a greater understanding and appreciation for the complexities of rural health care, but it introduces students to community-wide teams that extend beyond hospital walls. This research must be considered as clinical experiences impact students’ interprofessional worldview and decisions about where to practice. As such, when developing IPE activities, it is important to understand both the components of a clinical IPE program and how non-curricular aspects impact the student experience. Further, understanding how these elements motivate a student to engage as a member of an interprofessional health care team during and after their training has academic and patient care implications.

Therefore, this session will utilize an interactive workshop methodology to explore issues related to clinical IPE while engaging the audience in exploring educational and practice-based solutions. Initially, results of a rural IPE study conducted by the author will set the stage for participant discussion. The study describes student’s reflections and perspectives of a rural IPE experience and the conclusions. Accordingly, participants will be introduced to an emerging concept – Social-IPE – and its role in helping students learn from, with, and about each other. 

The session will engage workshop participants in small group discussion about how Social-IPE and other non-curricular variables might impact future IPE activities as well as inform existing collaborative, team-based environments. In the end, participants in this session will walk away with practical tips and ideas for integrating Social-IPE and the like into interprofessional health care teams.

Learner Outcomes

• Describe the challenges and barriers to IPE in the clinical environment
• Explore the context of a rural IPE experience on students’ perspectives of interprofessional practice
• Explain the importance of social interaction (Social-IPE) in achieving the goals of IPE
• Discuss the implications of a rural IPE program on the future of IPE and collaborative team-based care

References

1. Gerdes H, Mallinckrodt B. Emotional, social, and academic adjustment of college students: A longitudinal study of retention. J Couns Dev. 1994;72,281–288.Doi:10.1002/j.1556-6676.1994.tb00935.x
2. Terenzini PT, Rendon LI, Lee Upcraft M, Miller SB, Allison KW, Gregg PL. The transition to college: Diverse students, diverse stories. Res High Educ. 1994;35(1),Doi: https://doi-org.proxy.lib.pdx.edu/10.1007/BF02496662
3. Cox M, Naylor M. Transforming patient care: Aligning interprofessional education with clinical practice redesign. Proceedings of a Conference sponsored by the Josiah Macy Jr. Foundation. 2013.
4. Spencer J, Woodroffe J, Cross M, Allen P. A golden opportunity: Exploring interprofessional learning and practice in rural clinical settings. J Interprof Care. 2015:29(4),389-391.
5. Deutchman ME, Nearing K, Baumgarten B, Westfall JM. Interdisciplinary rural immersion week. Rural Remote Health, 2012;12(2045),Retrieved from http://www.rrh.org.au

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