Parallel Processes in Interprofessional Education: Campus to Community

Tuesday, Jul 31, 2018, 1:00 pm - 2:30 pm

This workshop offers participants an experience in a case-based learning simulation of IPE collaboration by faculty, students and a local interprofessional team of clinicians from nursing, social work, occupational therapy, pharmacy and physical therapy. Participants will have the opportunity to discuss the strengths and challenges of campus to community experiences to enhance students' development of the IPE competencies of teamwork, communication, ethics, and roles and responsibilities in team-based care and to explore ways to develop similar IPE experiences at their institution.

Participants will first be provided with an overview of the form and function of this collaborative, campus-to-community IPE experience.  They will then participate in a simulation of interprofessional student, faculty and clinician teams where they will be exposed to the process of learning about, with and from each other.  

Learner Outcomes:

  • Participants will recognize the form and function of a unique model of IPE collaboration involving faculty, students and interprofessional team of community clinicians in a case based learning experience.
  • Participants will identify the value of the parallel process of interprofessional, cross-discipline participation of faculty, students and community collaboration.

Participants will have the opportunity to develop a plan outlining resources and infrastructure within their learning communities to create meaningful IPE opportunities.


Konrad, S. C., & Browning, D. M. (2012). Relational learning and interprofessional practice: transforming health education for the 21st century. Work, 41(3), 247-251.

Interprofessional Education Collaborative. (2016). Core competencies for interprofessional collaborative practice: 2016 update. Washington, DC: Interprofessional Education Collaborative.

Schmidt, H. G., Loyens, S. M., Van Gog, T., & Paas, F. (2007). Problem-based learning is compatible with human cognitive architecture: Commentary on Kirschner, Sweller, and Clark (2006). Educational Psychologist, 42(2), 91-97.


Interprofessional Continuing Education

This activity has been planned and implemented by the National Center for Interprofessional Practice and Education. In support of improving patient care, the National Center for Interprofessional Practice and Education is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team. The intent is to provide accreditation and continuing education credit for this workshop. For questions regarding continuing education, please email