Lifestyle Medicine (LM) infuses interventions within six pillars (whole-food/plant-predominant diet, physical activity, restorative sleep, stress management, avoidance of risky substances, positive social connection) to prevent, treat and reverse chronic disease. LM recognizes influence of social determinants of health and other socioecological factors on patient habits and health. LM requires interprofessional collaboration (IPC) to be effective and provides a foundation for IPE.
85 upper-level students (medical, pharmacy, health professions, public health, nursing) completed a 2.5-hr workshop consisting of content orientation (IPEC Domains/Quadruple Aim (QA), LM intro, patient engagement in health), breakout discussions (roles in LM, barriers, case-based application), and debriefing. Evaluation included: Interprofessional Collaborative Competencies Attainment Survey (ICCAS), 5-pt Likert evaluation for learning objectives/workshop format/case study, and open response.
All ICCAS metrics increased pre-/post-activity. Mean scores indicated the workshop supported students’ ability to describe interprofessional roles in LM and contribution to the QA (4.5), identify barriers to effective implementation (4.4), provide ideas for incorporating LM to engage patients in decision-making (4.5), and apply LM within patient populations through IPC (4.5). Students agreed use of the QA to frame LM application had a positive effect on attitude toward IPE (4.1), helped organize and develop a team plan for care (4.1), and demonstrated value of team-based education (4.2) and team-based care/research (4.3).
Qualitative themes (count) for workshop effectiveness were: Interprofessional perspectives/role/responsibility (27), Facilitated group discussion (25), Collaboration (15), Application to patient care (12), Format/Topic (10), Valuable/Enjoyable (9), Case study (8), and Teamwork for patient care (5). Suggestions for improvement included decreasing workshop length and group size, increasing diversity, and requiring participation in discussion.
An IPE LM workshop for advanced-level students positively impacts attitudes and perceptions of LM IPC to impact QA goals. LM IPE activities for novice and intermediate students have been piloted, and an interprofessional special interest group is implementing community-based activities.