Assessment and Outcomes of a Day-Long Interprofessional Education (IPE) Learning Event


In 2013, West Coast University adopted Interprofessional Education (IPE) as an institutional priority, which led to the development of a day-long experience during which health profession students from different disciplines engaged in case-based problem-solving together. This study reviews the assessment tools of associated learning outcomes, discusses ‘lessons learned’ and outcomes which may be of use to other institutions considering this kind of undertaking.


A faculty IPE team developed a video case and supplemental interactive materials. The IPE faculty team consisted of a physical therapist, an occupational therapist, a nurse, a pharmacist, a dental hygienist and a health care administrator. During the event, students from all previously stated disciplines moved through six faculty-facilitated stations in assigned interprofessional teams. Each station addressed issues relevant to various phases of the case, from acute care to rehabilitation to discharge planning. Learning outcomes, based on the Interprofessional Education Collaborative (IPEC) competencies, focusing on roles/responsibilities, communication, teamwork, and values/ethics were assessed through the use of station artifacts during the day and with a quiz, an essay, and a survey at the completion of all six stations. A total of 340 students participated in the event.


Data were analyzed by the university assessment office and faculty IPE team. Students demonstrated satisfactory achievement of all learning outcomes, enjoyed working with students from other disciplines, and reported increased understanding of how interprofessionalism leads to better patient outcomes. Faculty feedback was overwhelmingly positive as well.

Conclusions/Relevance to the conference theme: The Pursuit of Excellence in Physical Therapy Education

IPE Day had a positive influence on students’ attitudes towards working as a team, and enhanced professional identity and perceived competency in working with multiple professions. Opportunities for improvement include developing more rigorous learning goals, more “authentic assessment” of learning outcomes, and addressing logistical issues.


A National Interprofessional Competency Framework. Vancouver: Canadian Interprofessional Health Collaborative, 2010. (No authors given.)

Framework for Action on Interprofessional Education & Collaborative Practice. Geneva: World Health Organization, 2010. (No authors given)

Interprofessional Education Collaborative Expert Panel, 2011. Core Competencies for Interprofessional Collaborative Practice: Pre-publication recommendations. Washington, D.C.

Team-Based Competencies Building a Shared Foundation For Education and Clinical Practice, In Partnership with the Interprofessional Education Collaborative. Conference Proceedings. Washington DC, 2011

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  • Control #: 2527163
  • Type: Platforms
  • Event/Year: ELC2016
  • Authors: Teressa Brown, Justin Ako, Julie France, Mark Riddle, Reza Taheri, Heather Thomas
  • Keywords:

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