| Description |
In an effort to improve the quality of health care delivery, training health professional students to work effectively in interprofessional teams has become a high priority of many educational establishments, and the health professional community (Institute of Medicine, 2015; Association of Departments of Family Medicine, 2013). Giving students the opportunity to learn about and interact with students from other health professional programs is the purpose of interprofessional education (IPE), which is a required element of most foundational health professional curricula, including medicine, pharmacy, nursing, and others (Association of Departments of Family Medicine, 2013). IPE curriculum is not standardized across differen education settings and is delivered using a variety of methods. Assessing the impact of these IPE activities on learners' ability to work effectively in interprofessional teams is difficult due to the lack of established cost-effective assessment methods. Limited assessment tools has also contributed to difficulties in efforts to improve interprofessional education curriculum. |
