Despite research highlighting the importance of IPE and practice, engaging students in IPE coursework presents challenges that must be overcome to create significant learning. For example, students highlight inconsistencies between IPE in the classroom and what collaboration really looks like in clinical practice. Furthermore, logistical barriers for faculty can present additional obstacles to curriculum development including lack of time, limited resources, and inadequate teaching and learning materials. For these reasons, innovative pedagogy that matches the fast-paced and multidimensional environment students will encounter in the healthcare arena upon graduation must be incorporated to advance IPE and to increase faculty and student engagement. These approaches must be exciting, active, and must cultivate clinical reasoning skills similar to those required among clinicians in practice settings.

Creating course materials reflective of this sought-after pedagogy allows faculty to structure content in a manner that not only meets students’ current skillset but also is utilized during clinical rotations and into practice. Physical therapy, occupational therapy and physician assistant program faculty at the University of South Dakota designed a course aiming to enhance IPE while increasing engagement of students and faculty. In this workshop, authors share details of course design along with strategies for successful replication of these efforts. 

Course content is comprised of Team STEPPS modules, intermixed with enriching dialogue, peer collaboration, and small group work and includes the development of a video team conference case. The culminating course activity involving simulated cases among students across ten professions provided a means of incorporating course constructs, further cementing this knowledge and engaging students and faculty. The Interprofessional Collaborative Competency Attainment Scale, the Jefferson Teamwork Observation Guide, and Team STEPPS outcomes were utilized for pre- and post-test outcomes tools. This workshop reflects on course content and these outcome measures while offering practical strategies to design and implement IPE activities and curricula.

Strategies for engaging faculty through IPE implementation with health sciences students, such as creation of simulated case-based course materials that evoke faculty clinical expertise with actual clients and their family, will be discussed. Faculty will share methods for eliminating barriers commonly encountered. This workshop will offer insight into the transformation of a course design and the role that this IPE plays in preparing students for collaborative practice.

Faculty will share methods for eliminating barriers commonly encountered. This workshop will offer insight into the transformation of a course design and the role that this IPE plays in preparing students for collaborative practice.

Learning Outcomes:

In this workshop, authors describe a method of IPE course design that incorporates innovative teaching and learning strategies. Active learning strategies incorporated into the course design will be integrated throughout the workshop to provoke collaborative dialogue on effective methods for approaching clients regarding engagement in IPE curricula, creating simulated scenarios, developing quality-learning materials, and engaging interprofessional students in collaborative learning opportunities. This includes interactive audience participation, polling technology, and gallery walks.

Learning Objectives:

At the end of the workshop, participants will be able to:

• Apply strategies to develop IPE curriculum using innovative pedagogy
• Describe outcome measures to assess IPE competence