Oral Session 4: TRIPLE with TIPEL: Bridging the Curricular Divide Between Classroom and Practice Across Professions
Date & Time
Monday, March 16, 2020, 3:15 PM - 3:30 PM
Background: Historically, health professions’ curriculum is delivered in two phases: a didactic component focused on in-classroom instruction and a clinical component focused on experiential learning. Team Based Learning (TBL) is an evidence-based methodology usually housed in the didactic phase of health professional learning while Interprofessional Education (IPE) is commonly a part of the clinical phases. To prepare students for IPE and team-based patient-centered care, it is best to introduce IPE in the didactic stage. However, teaching IPE in the didactic phase of the curriculum and expecting students to retain the knowledge in the clinical phase is challenging. This is further complicated by teaching across professions at varying levels of training. Description: The TIPEL model employs a combination of three unique strategies to deliver a core set of objectives using the methodology of TBL, IPE, and Experiential Learning in the didactic phase of training across professions. The TIPEL experience demonstrates how didactic and clinical student learning objectives were carefully synced, performed, and measured through an interprofessional experiential learning experience that took place during the didactic phase. The event occurred at a health and wellness clinic in a day shelter servicing individuals who are homeless. Results: Students agreed that the TIPEL model helped apply core competencies and that they were better prepared because of the TIPEL strategy. Students demonstrated higher RAT scores across IPEC competencies when they worked in teams. Conclusions: Classroom instruction often loses its momentum by the time the student gets to the clinical phase of education. The TIPEL model provides a unique way to overcome this barrier by simultaneously delivering classroom typical instruction using TBL and incorporating IPE competency mastery in an experiential service learning experience during the didactic phase of education.