Evidence-based Approaches for Implementing Panel Discussions in Interprofessional Education: Lessons Learned from the Rural and Underserved Service Track

Panel discussions are widely used in health professions education to foster collaboration and engagement, yet there is limited evidence guiding their effective design or impact on interprofessional learning. This seminar will present an innovative, evidence-based framework for designing and implementing panel discussions that enhance interprofessional education (IPE) and promote the Quadruple Aim. Drawing from four years of qualitative data from The Rural and Underserved Service Track (TRUST)—a longitudinal, co-curricular program that integrates patients, healthcare professionals, and community leaders into panel discussions—participants will explore the educational value of panel-based learning as a tool to support student development in communication, empathy, collaboration, and understanding of social determinants of health.

In alignment with the conference theme “Building the Evidence Base for Interprofessional Practice and Education,” this session will showcase a model that is grounded in educational theory and informed by outcomes data. Through longitudinal analysis of panel discussions from 18 interprofessional learning retreats, TRUST demonstrates that structured, interactive panels can deepen students’ understanding of healthcare roles, improve attitudes toward interprofessional collaboration and underserved patient populations, and promote reflective engagement with underserved communities and community partners. These findings contribute to the evidence base supporting interprofessional learning modalities and highlight the potential of panels to address achievement of 2023 Interprofessional Education Collaborative (IPEC) Competencies and the Quadruple Aim.

Participants will be introduced to existing and new literature describing best practices for interprofessional panel development, including panelist selection, facilitation techniques, and evaluation metrics. The presentation will also apply social learning theory to help participants understand how panel discussions can reshape student perspectives and model effective interprofessional communication.

Learning Objectives:
1. Identify evidence-based strategies for implementing engaging panel discussions in the context of interprofessional education
2. Describe potential learning outcomes and strategies for optimization of learning outcomes using panel discussions as a teaching tool
3. Apply educational frameworks and existing data to plan for implementing future evidence-based panel discussions in interprofessional curricula

Actionable skills/practice knowledge for participants to gain:
- Tools to design engaging, theory-informed panel discussions tailored to interprofessional learning goals.
- Strategies for selecting and preparing diverse panelists that reflect the healthcare team and patient community.
- Approaches for assessing panel outcomes using qualitative and reflective methods that align with IPEC competencies

This seminar will incorporate multiple interactive learning strategies:
- Real-time polling to assess participants’ current use and perceptions of panel discussions.
- Think-pair-share reflection to have participants reflect on past panel discussions attended or led, and brainstorm techniques for future panel improvement. Data will be reported out verbally or using poll everywhere to facilitate discussion.

Fulfillment of priority criteria: This seminar meets priority criteria by contributing rigorous qualitative data to the evidence base for interprofessional education, demonstrating outcomes that align with the Quadruple Aim, and offering an adaptable model for interprofessional program implementation. By combining innovation with evidence, the TRUST model serves as a replicable and scalable framework for educators seeking to design impactful, collaborative learning experiences that support health workforce development, interprofessional collaboration, and improved care delivery.