Interprofessional Interface IPE4:

The overall purpose of these activities is to create meaningful experiences where students from different healthcare professions can come together to explore their own knowledge, skills and attitudes as well as an understanding of each other's professions. Students are grouped together with the same facilitator and monitored over time. Each student will participate in at least two activities. The primary objective is to develop appreciation for the complementary roles, education, and literature of each other's professions. A secondary objective is to provide an environment that fosters team skills.

The structure consists of a three-hour mandatory event that gathers more than 400 students from each of four schools who are assigned to 46 interprofessional groups led by a facilitator. Each session builds on previous concepts, introduces some new concepts central to interprofessional practice, facilitates dialogue about the knowledge, skills and attitudes of each profession, and encourages collaborative problem solving.

Groups include 10-12 students representing all four professions. All facilitators receive two hours of orientation prior to each session. Facilitators and students, who do not typically know each other, come together to learn in new and different ways. Within each group, learners from four different cultures focus on the same tasks. As they work on the tasks they are asked to attend to their similarities and differences and how those relate to the common goal they all share: improving patient care.

Shared Language: Both intra-professional and interprofessional experiences are included in the development of communication skills to facilitate interprofessional communication. It is critical not only to use common terms but to have consistent definitions of the concepts employed. The objectives are to develop programs for faculty and students to introduce them to a select set of team tools, to provide them with strategies to implement their use in small group settings, and to enable them to apply select tools based on the Team STEPPS protocol in interprofessional care settings.

In the classroom