The pandemic served as a catalyst for the CU Longitudinal Interprofessional Education (IPE) and Practice program to reexamine our curricular content and to adapt our teaching methodologies, pedagogies, and delivery modes. The IPE program consists of two courses where learners work in interprofessional teams to complete coursework related to team development, quality improvement, health equity and social determinants of health, and values/ethics. To meet the diverse learning needs of approximately 800 students from six health professions, CU IPE implemented a continuous quality improvement process to evaluate the feasibility and viability of session content and team dynamics. Considerations included accommodating in-person and remote learners, campus space, competing schedules, and the health/wellness of all involved. Therefore, we implemented several pathways for facilitators and students to provide real-time feedback to inform and shape subsequent sessions. Because many of our health profession programs run clinical internship/rotations concurrently with our IPE courses, we employed diverse opportunities for students to contribute in a team-paced manner while simultaneously completing program-specific requirements. Because flexibility in course design and implementation is critical, we will continue to explore the “HyFlex” course design model for both synchronous and asynchronous delivery methods to meet the needs of all in-person, flex, and remote learners.
This presentation meets the conference theme of interprofessional collaborative practice and education by describing the quality improvement process for a large cohort of IPE learners and facilitators. In this presentation, we will share our unique post-session debriefing structure to gather facilitator and learner feedback regarding session content, engagement, and team dynamics. We will further describe our process of obtaining monthly feedback from student cohorts (in-person, remote, and flex learners from all professions) by utilizing student program representatives. Finally, we will describe how our iterative feedback process informed learning management course shell design and faculty development.