Development, Implementation and Evaluation of a Longitudinal Interprofessional Education Project

Abstract Background A collaborative, interprofessional approach is required to provide high-quality care for patients with multiple chronic conditions. Health professional education is challenged to provide students opportunities to practice team-based care. Purpose This longitudinal project embedded learning activities for interprofessional teams of students to experience collaborative practice and practice team-based care using simulation. Method Faculty ( N  = 18) from nursing, medicine, pharmacy, social work, and dietetics created a series of interprofessional learning activities. Interprofessional teams of students ( N  = 81) conducted four simulated primary care visits with a standardized patient having multiple chronic conditions. Pre- and post- surveys measured studentsu0027 perceptions of interprofessional practice, roles, and teamwork. Discussion Students engaged in shared, patient-centered care during the simulated clinic visits. Studentsu0027 perceived understanding of interprofessional roles and responsibilities, ability to work in teams, and clinical reasoning significantly increased. Conclusions This project allowed health professions students to practice team-based care in a realistic but protected environment.