Student Involvement with IPE (SWIPE): A Model for Enhancing Student Contributions to the Development of IPE Programming
Title: Student Involvement with IPE (SWIPE): A Model for Enhancing Student Contributions to the Development of IPE Programming
Authors: Katlyn Clark, BS, Marisa Vaskalis, BS, and K. Paige D. Brown, PharmD
Institution: Campbell University College of Pharmacy & Health Sciences, Buies Creek NC
Objective: Practice-based interprofessional education (IPE) provides healthcare students the opportunity to experience live patient interaction while teaching core components of community involvement. This collaborative process is essential in preparing students to work within the healthcare team. Student involvement with IPE (SWIPE) is a healthcare-driven panel integrated at Campbell University College of Pharmacy & Health Sciences (CPHS) composed of clinical educators and students. The focus of this panel is to foster the growth and perception of IPE through the collaboration of students within the eight programs that compose CPHS. The primary purpose of this literature review was to support the foundation of SWIPE and assess the value of IPE when combined with enhanced student involvement.
Methods: A literature search was conducted using PubMed, Scopus, Cochrane Review and Academic Search Complete. Search terms included “student engagement” AND “interprofessional education OR IPE” AND “healthcare.” Studies were included if they discussed perceptions of student involvement and the influence it made within IPE.
Results: Students who were given clear conceptualizations and were able to participate in diverse interprofessionalism influenced the overall value of IPE. Framing activities that reinforce patient care and safety are likely to be perceived as holding a greater value. Pinpointing these key features within IPE allow us to make recommendations that will enhance the value of IPE in healthcare curriculums and clinical settings.
Conclusion/Reflection: It is crucial that both students and educators are consciously involved in adapting practices that lead to meaningful outcomes and viable models of practice-based IPE. The structure of SWIPE serves as an adaptation to the foundational role of IPE and allows students and educators the opportunity to foster an organized interprofessional collaboration that will enhance the perception of IPE for everyone.
