The Health Professions Accreditors Collaborative (HPAC) and National Center for Interprofessional Practice and Education released a consensus guidance on developing high quality interprofessional education (IPE) in 2019. Stressing the importance of IPE, institutional leaders with responsibility for accreditation and IPE were advised to create systematic IPE approaches to facilitate institution-wide collaboration. Leaders responsible for planning and implementing IPE were encouraged to…

The Fitzhugh Mullan Institute for Health Workforce Equity at the George Washington University conducted a formal investigation of accreditation standards of eight accrediting bodies for schools in dentistry, medicine, undergraduate and graduate nursing, physician assistant studies, and pharmacy to assess the extent and scope of social mission content in written accreditation documents. Social mission, as defined by the Beyond Flexner Alliance, is the “contribution of a school in its mission…

The COVID-19 pandemic has created an opportunity to intermingle real-life crisis decision-making with team skill building using IPE methodology. During this online, IPE competence workshop, students from colleges of medicine, nursing, pharmacy, public health, and health professions created proposals to address needs in the time of COVID-19, focusing on family life, vulnerable populations, societal wellness, and supply chain. In order to stimulate better understanding of system-based…

Hotspotting is the identification and engagement of the highest utilizing, highest cost patients, whose unmet complex health and social needs land them repeatedly in emergency departments and hospitals. Coined ‘Super-utilizers’, these individuals receive services that are not only costly, but often fragmented and ineffective. Student Hotspotting, pioneered by the Camden Coalition of Healthcare Providers in 2014, trains the next generation of health professionals to work in interprofessional…

Saint Louis University (SLU) integrated IPE learning into baccalaureate Nursing and Health Sciences programs in 2006 as a Concentration in IP Practice, and Minor in IP Practice in 2011. SLU IPE has consistently focused on IPP to advance the Triple Aim, and now the Quadruple Aim. This initiative expands the professions, faculty, learners and community partners involved to address big-topic issues in our community, regionally, and nationally. SLU has recently approved a…

COVID-19 required innovative approaches to educating health professions students who could no longer attend in-person classes or clinical rotations. Interprofessional education (IPE) activities were similarly impacted. To replace an in-person IPE activity slated for this spring, nursing and medical students with similar levels of clinical experience came together to attend a synchronous virtual session focused on discharge planning. Twenty-eight nursing students and eleven medical students…

The health science schools at the University of Michigan (U-M) have devoted considerable effort towards developing interprofessional education (IPE) offerings administered through the U-M Center for IPE to enable our student learners to learn about, from, and with each other so they are better prepared to achieve the quadruple aims in healthcare. As the number of IPE offerings has expanded, it has become increasingly challenging to manage information about our IPE offerings such as the type…

Focus groups were conducted with alumni/ae of Saint Louis University’s health professions programs that participated in interprofessional education (IPE) curriculum. The purpose of the study was to assess the impact of longitudinal IPE on clinical practice behaviors and experiences across multiple health professions (occupational therapy, physical therapy, pharmacy, and medicine. Because IPE can occur at various time points across health professions education and training, this project was…