Purpose: Newer studies have suggested that interprofessional education (IPE) initiatives led by students can be successful in engaging their peers in IPE. Despite this, few studies exist that examine the student response to student-led IPE activities. The objective of this paper is to describe a student-led IPE program where health professional students learn from each other or from practicing health professionals through a seminar series. Method: Three seminars were arranged with presenters representing dentistry, dietetics, and occupational therapy. Student attendees completed a pre- and post-survey to analyze their interest, knowledge, and likelihood to collaborate with the profession featured in each seminar. Results: The average agreement levels were increased for interest, knowledge, and likelihood to collaborate from the pre- to post-seminar for all three health professions represented in the seminar series. Conclusions: Student-led initiatives may be helpful for engaging peers in IPE, while also suggesting that peer teaching within IPE may provide additional benefit. When students learn from one another and develop an understanding as to how they can work together as future practitioners has the potential to lead to improved interprofessional collaboration, and ultimately, better patient and population health outcomes.
Trupiano N, Lau T, Dods K, Anderson OS. Strategies to Facilitate Professional Student Collaboration Focused on an Interprofessional Understanding. The Internet Journal of Allied Health Sciences and Practice. 2023 Jun 29;21(3), Article 20.