Interprofessional Education Collaborative

The McQueary College of Health and Human Services Interprofessional Education Collaborative (IPEC) Projects Committee created four pilot projects following the Core Competencies for Interprofessional Collaborative Practice. The College committee includes faculty representatives from the following disciplines: Biomedical Sciences, Communication Sciences and Disorders, Kinesiology, Occupational Therapy, Pharmacy, Physical Therapy, Physician Assistant, Public Health and Sports Medicine, Psychology, RSTATS, School of Anesthesia, School of Nursing, and Social Work.

The Core Competencies were developed by the Associations of Nursing, Medicine, Pharmacy, Dentistry, Medical Colleges, and Public Health and are considered the best practice of Interprofessional Education (IPE). Four domains are the guiding principle of the Core Competencies and include Values & Ethics, Roles & Responsibility; Interprofessional Communication; and Team & Teamwork. The IPE collaborative start-up plan included building a “menu” of four projects that would meet a variety of discipline interests or needs. IPE faculty members selected a project from the menu that would best fit their students learning needs and joined the appropriate committee to develop the teaching strategy. Committees were tasked to outline their chosen project, demonstrate alignment with the core competencies and propose an implementation plan and timeline. The four projects included the Shared Case Study, Interprofessional Simulation, Grand Rounds, and Clinical Conversations. The committee has expanded the projects to include the community education and community engagement leadership projects.

In the Shared Case Study project, students from different disciplines interacted via Discussions Boards throughout a semester-long course regarding a shared case study. Students worked as an interprofessional team to communicate their discipline’s role and responsibilities toward the case, make decisions as a team regarding treatment priorities for the case, and then evaluate the process of working as a team as well as the anticipated outcomes of the case. Throughout the project, guided Discussion Board questions will be used to facilitate interaction regarding the values and ethics of working as an interprofessional team.  

The Interprofessional Simulation project purpose was to facilitate student learning to collaborate and communicate effectively with students from a variety of disciplines. Students accessed prep work via a Blackboard site prior to the simulation. Students were required to interact with the manikin just as they would with a client in a similar setting. Students were evaluated by faculty from their discipline.  

The Grand Rounds project presented an actual case from a University affiliated clinic to students from a variety of disciplines. The students were then divided into multiple interprofessional groups to discuss their roles in the treatment of this client. The project was intended to increase student understanding of other disciplines and the benefit of a comprehensive treatment plan and that teamwork is essential in holistic healthcare.  

The Clinical Conversations project included students from different disciplines meeting to discuss current trends in peer-reviewed literature. This communication platform is intended to increase students' level of comfort with reading and discussing peer-reviewed literature amongst an interprofessional team. 

The Community projects focus on projects to educate and engage the community.

The Community Engagement Leadership project brings MCHHS student leaders together to focus on a health leadership issue. Recent project focused on serving our local homeless and unsheltered population. Student organizations (undergraduate and graduate) within the MCHHS and the UMKC School of Pharmacy are invited to attend. This is a great opportunity to work alongside other health and healthcare-based programs and students, as well as serve your community.

An evaluation committee was developed to assess the outcomes of student exposure to IPE opportunities. The evaluation committee identified a valid and reliable evaluation tool to be used across all projects. The committee received IRB approval to gather research data for future publication. Preliminary data exhibited that students gained a stronger understanding of the purpose and roles of Interprofessional collaboration. Feedback from faculty and students participating in the IPE process has been strongly supportive and engaging.

MCHHS Interprofessional Education Collaborative projects have resulted in Faculty who have presented locally, nationally, and internationally, as well as producing various scholarly works.  

If you have a course objective that aligns with one of the IPE projects reach out to the chair to see how you can get your class involved.  If you have a great IPE project idea that can enhance your course learning objectives, then come to the IPE Collaborative and start the conversation! For questions or information you may contact the chair Dr. Melissa Penkalski at