A well-designed two-hour interprofessional case-based learning session should include which element?

A well-designed two-hour interprofessional case-based learning session should include which element?

• A. Objectives tied to IPEC competencies, pre-work, case discussion, role play, debrief, and rubrics-based assessment.
• B. A one-hour lecture with no activities.
• C. Role-play is optional and not required for assessment.
• D. An online module with no live session.

Answer: (A)

Interprofessional education works best when learning is active, collaborative, and clearly tied to established competencies. The strongest design connects objectives to IPEC competencies and includes pre-work, case discussion, role play, a debrief, and rubrics-based assessment. Pre-work prepares learners from different professions, case discussion brings diverse perspectives together, role play gives a safe space to practice teamwork and interprofessional communication, and a debrief helps encode lessons through reflection. Rubrics-based assessment provides transparent criteria and feedback, ensuring the learning goals are actually measured. A lecture with no activities misses the collaborative and applied nature of interprofessional learning. Making role-play optional and not part of assessment reduces hands-on practice in teamwork and communication. An online module with no live session lacks real-time interaction and guided debriefing that are crucial for building interprofessional skills.

Interprofessional education works best when learning is active, collaborative, and clearly tied to established competencies. The strongest design connects objectives to IPEC competencies and includes pre-work, case discussion, role play, a debrief, and rubrics-based assessment. Pre-work prepares learners from different professions, case discussion brings diverse perspectives together, role play gives a safe space to practice teamwork and interprofessional communication, and a debrief helps encode lessons through reflection. Rubrics-based assessment provides transparent criteria and feedback, ensuring the learning goals are actually measured.

A lecture with no activities misses the collaborative and applied nature of interprofessional learning. Making role-play optional and not part of assessment reduces hands-on practice in teamwork and communication. An online module with no live session lacks real-time interaction and guided debriefing that are crucial for building interprofessional skills.