This lightning talk highlights the findings of three recent publications in a series of analyses designed to build the evidence base for interprofessional education (IPE). Best practices have not yet been established in the IPE literature to guide the ideal dose and duration of IPE experiences across the curriculum, nor is it known how best to measure interprofessional competency development across experiences and over time. Further, differences in interprofessional competency attainment between health professions and/or learner degree level following participation in a foundational IPE experience are not well established in the literature.
The three studies conducted at the University of Minnesota utilized retrospective analysis of pre-post interprofessional collaborative competency scores collected for over 5,000 learners from 17 health profession degree programs, two studies spanning five years of data and one over nine years. Questions explored included: 1) Is there a difference in competency attainment outcomes for a 12-hour vs. 4-hour introductory IPE experience?; 2) What differences exist, if any, between professions and/or degree levels (bachelor’s, master’s, doctoral) in pretest, post-test, and pre-to-post difference scores for an introductory IPE experience?; and 3) What is the longitudinal trajectory of interprofessional competency development for health professions learners across the sequence of IPE experiences in their curriculum?
Together, study findings suggest that IPE resources may be best allocated across the learning continuum, delivered through multiple experiences with foundational IPE setting a baseline but continuing competence development needed progressively over time. This session provides tangible knowledge and outcomes-focused recommendations for IPE curriculum design to advance learner preparation for collaborative practice across didactic and clinical learning environments. This session embodies Summit priority criteria for measurable learning outcomes. Presenters and attendees will engage in discussions regarding implications of collective study findings and next steps and questions in this line of research.
