title: Immersive Interprofessional Education Using an Evidence-Based Practice Course.
abstract: Beyond medical knowledge and clinical skills, physician assistant curricula must include instruction in collaborative, interprofessional, patient-centered, evidence-based practice (EBP). Development and implementation of interprofessional education (IPE) are challenging. This article describes a replicable model for an interprofessional graduate-level course that incorporates both exposure and immersion, allowing students to develop and demonstrate the Interprofessional Education Collaborative's 38 core competencies for interprofessional, collaborative decision making and problem solving while also acquiring functional skills in EBP. Pre- and postcourse surveys demonstrated both improved student self-confidence with EBP skills and appreciation for an interprofessional approach to patient care. Barriers to, and facilitators of, development and implementation of IPE courses, as well as effective IPE strategies and tools, are discussed.
authors.affiliation: LaDonna S. Hale, PharmD, is a professor in the Department of Physician Assistant Studies at Wichita State University, Wichita, Kansas. Anthony DiLollo, PhD, CCC-SLP, is an associate professor in the Department of Communication Sciences and Disorders at Wichita State University, Wichita, Kansas.
authors.forename: LaDonna S
authors.initials: LS
authors.lastname: Hale
authors.forename: Anthony
authors.initials: A
authors.lastname: DiLollo
mesh_terms: D003479:Curriculum; D055317:Evidence-Based Practice; D006801:Humans; D007400:Interprofessional Relations; D010823:Physician Assistants / Q000193:education*