A Novel Approach to Interprofessional Education: Interprofessional Day, the Four-Year Experience at the Medical University of South Carolina

Philip D. Hall, James S. Zoller, Valerie T. West, Carol J. Lancaster, Amy V. Blue


Background: In order to introduce students to different disciplines and promote interprofessional teamwork, the Medical University of South Carolina developed an innovative educational program, Interprofessional (IP) Day, for all first- and second-year health professions students. The IP Day Committee, composed of representatives from each of the six colleges (pharmacy, nursing, medicine, graduate studies, health professions, and dental medicine), coordinates the day's activities. The morning session (for second-year students only) and the afternoon session (for first-year students only) each begin with a large group meeting where an invited speaker details the concept and implementation of interprofessional teamwork. Following the speaker, students divide into small discussion groups containing at least one student from each of the six colleges and led by a faculty member and student facilitators. The first-year session introduces the role of each discipline (e.g., occupational therapy, nursing). The second-year session promotes teamwork among the professions via a case discussion.

Methods and Findings: We assessed the students' satisfaction with the program and measured their attitudes toward interprofessional collaboration using both quantitative and qualitative methods. Results from a formative evaluation of the IP Day suggest improved knowledge about other healthcare professions after participating in interprofessional day, particularly for first-year students.

Conclusions: IP Day lays the groundwork for our students' successful interprofessional collaborative experience at MUSC, a paramount university goal.


Student education; Program evaluation; Faculty development

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DOI: http://dx.doi.org/10.22230/jripe.2011v2n1a42