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