Interprofessional Student Hotspotting Project

Authors

Mariana R. Kuperman, MPH, Thomas Jefferson UniversityFollow
Brooke Salzman, MD, Thomas Jefferson UniversityFollow
Mary Bonnet, Thomas Jefferson UniversityFollow
David Goldstein, Thomas Jefferson UniversityFollow
Anna Marie Morlino, Thomas Jefferson UniversityFollow
Florda Priftanji, Thomas Jefferson UniversityFollow
Jennifer Shoemake, Thomas Jefferson UniversityFollow

Abstract

Background: IPE and Practice-based Learning

It is well established that there is a need for Interprofessional Education (IPE) in the current landscape of health education1 and students that participate in IPE enjoy these experiences and develop skills in interprofessional teamwork that prepare them for future team-based practice.2,3,4 IPE, however, is not standardized. It ranges from programs that teach theoretical frameworks in a classroom setting to others that allow interprofessional teams of students to work together in a clinical setting.5,6 The second form is referred to as practice-based learning (PrBL).3 PrBL is now considered by experts as one of the most effective teaching methods.3,6 Unfortunately, due to the lack of consistency of IPE programs and the lack of standardization in IPE research, there is inconsistency in data regarding the best IPE method.6,7

Recommended Citation

Kuperman, MPH, Mariana R.; Salzman, MD, Brooke; Bonnet, Mary; Goldstein, David; Morlino, Anna Marie; Priftanji, Florda; and Shoemake, Jennifer (2015) "Interprofessional Student Hotspotting Project," Collaborative Healthcare: Interprofessional Practice, Education and Evaluation (JCIPE): Vol. 6: Iss. 1, Article 3.
Available at: https://jdc.jefferson.edu/jcipe/vol6/iss1/3