Health equity in interprofessional education

Abstract

Accreditation standards require interprofessional education (IPE) to better train health profession students in many countries. The Core Competencies for Interprofessional Collaborative Practice emphasize community and population health as critical components of IPE. 1 In 2020, with the disparate impact of COVID-19 in the United States and nation-wide protests against racism, there is an especially urgent need to include health equity training in IPE and interprofessional practice (IPP) programs. As defined by the Robert Wood Johnson Foundation, health equity "means that everyone has a fair and just opportunity to be as healthy as possible." 2 patients. Students collaborate to assess a patient's biopsychosocial needs, including access to medications, food insecurity, and other social needs that contribute to health equity. Beginning in 2016, students from medicine, pharmacy, social work, and nursing have also