Interprofessional education (IPE) has established itself as an integral component in the design of many health profession programs. The Interprofessional Education Collaborative (IPEC) competency domains form the pillars to IPE. Of these domains, there is sparce literature in values/ethics domain, especially on a virtual platform, a platform that academia has heavily utilized since the pandemic. We explored virtual interprofessional collaboration utilizing guided questions and a COVID-19 case discussion to introduce the interprofessional domains of roles/responsibilities and values/ethics, to 303 medical and pharmacy students. Students were assigned to interprofessional teams of 4-5 students with at least one representing each profession. In their interprofessional teams, learners developed a vaccine distribution priority list based on a provided list of different populations and the number of available vaccine doses. Teams then presented their recommendations during a faculty facilitated large group debrief. Students also engaged in small group discussion in answering guided questions about each profession’s roles/responsibilities. Large group debrief provided clarification of roles/responsibilities. This Lightning Talk describes the nuts and bolts as well as the lessons learned in developing a virtual interprofessional collaboration activity using guided questions and a case discussion. While this exercise included medical and pharmacy students, it lends itself to a variety of health profession programs. Additionally, the exercise lends itself to discussions beyond COVID-19 to general bioethical cases where students must determine how best to distribute healthcare resources in a difficult situation. The presentation particularly benefits health profession programs interested in exposing their students to the IPEC domains of roles/responsibilities and values/ethics in an interprofessional active learning experience. This also benefits health profession programs in situations where virtual learning is optimal; for example, engaging students in IPE from two geographically distant programs.
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education Office of Interprofessional Continuing Professional Development (OICPD). The OICPD is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
The National Center OICPD is approved by the Board of Certification, Inc. to provide continuing education to Athletic Trainers (ATs). This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
Physicians: The National Center for Interprofessional Practice and Education designates this live activity for AMA PRA Category 1 Credits™. Physicians should only claim credit commensurate with their participation.
Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.
Nurses: Participants will be awarded contact hours of credit for attendance at this workshop.
Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.
Pharmacists and Pharmacy Technicians: This activity is approved for contact hours.
Athletic Trainers: This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
Social Workers: As a Jointly Accredited Organization, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
IPCE: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credits for learning and change.