Longitudinal interprofessional education (IPE) yields collaboration-ready physicians with an enduring orientation and skillset for team-based care delivery. Its creation benefits from deliberate integration of the IPE core competencies via student-oriented, team-based pedagogy that centers on patients and populations and is bookended by preparation and reflection. Often IPE is offered to students in standalone, perhaps one-off, preclinical experiences that primarily introduces the importance of collaboration. Continued, intentional IPE beyond the preclinical offerings could enable students to derive stronger meaning and relevance, deepening its connection to future clinical practice.

Traditional medical education curricula, especially existing curricula, can often limit the opportunity to offer longitudinal IPE that support the formation and integration of an interprofessional identity with a discipline specific professional identity. As healthcare delivery is team-based in practice, future healthcare practitioners benefit from early socialization of the culture of collaboration that scaffolds the applications into clinical learning and practice. Moreover, continued learning, layered on top of early introduction of teaming and communication skills, creates greater meaning and purpose into future practice.

Accreditation standards driving new thinking have catalyzed innovation in medical education, especially for IPE. Wholesale disruption of existing curricula might not be the sole path to the creation of meaningful, longitudinal learning of interprofessional collaborative practice. The advent of newer medical schools has generated worthwhile approaches and models for IPE integration into medical education. Gathering interested colleagues working in this space could catalyze greater rethinking of the opportunity and sharing of ideas that would benefit the medical education community and ultimately our students.

Agenda & Methods
The session will employ two rounds of hackathon activities to achieve the session’s learning objectives.

• 5 minutes. Welcome and Introduction to Session. Introduction of Session Leaders. Presentation of Session Experiences and Learning Objectives.
• 10 minutes. Tableside Meet/Greet. At each table, participants will meet and greet each other and share their answers to the prompt: What are the characteristics of effective longitudinal interprofessional learning among health professions students?
• 5 minutes. Brief orientation to the hackathon process followed by presentation of the challenge around which each table will attempt to hack solutions and/or innovations. The challenge will be for participants at their tables to draft a plan to integrate interprofessional collaborative practice learning across the entire medical school curriculum.
• 15 minutes. Hackathon First Round.
• 10 minutes Session leads will present the Dell Medical School Interprofessional Integration Curriculum as a case study. Participants will be instructed to enter into a second round of hackathon to expand, evolve, or pivot their first round drafts.
• 15 minutes. Hackathon Second Round.
• 15 minutes. Each table presents in 1-minute its final approach. Session leaders will highlight interesting and innovative facets of presented approaches. Participants will vote via applause for a winner.
• 10 minutes. Closing Synthesis. Session leads will engage participants in a synthesis of next steps and lessons learned.