This study evaluated whether a pedagogy for collaborative, case-based decision making by interprofessional student teams was effective for teaching roles of healthcare professionals on a team. Pre/post assessments of students' perceptions of the education and training, roles and responsibilities, and likelihood of collaboration were assessed.
A large-scale semester course (Team-Based Clinical Decision Making) was taught by a team of 10 faculty from 5 of the health-science schools: pharmacy, dentistry, medicine, nursing, and social work. The course was offered in winter term 2015 and 2016 and enrolled 540 students from these 5 programs. There was a significant increase in student familiarity with the roles of other disciplines, the education and training other disciplines receive, and a perceived increased likelihood of future collaboration.
The course will continue to be offered with enrollment planned to increase in winter 2017 when it will be required for advanced-practice nursing students, bringing enrollment to approximately 350 students per term. We continue to use student feedback to revise and improve the course. Lessons learned from developing this course are being used to advance the IPE efforts on campus.
Results of this project were presented as platform presentations at the Midwest Interprofessional Practice, Education, and Research conference (September 2015) and the Collaborating Across Borders conference (October 2015). Poster presentations were made at the American Association of Colleges of Pharmacy meeting (2015 and 2016), and the U-M Health Professions Education Day (May 2016). It has been submitted for publication as well.