Longitudinal Interprofessional Family-Based Experience (LIFE): An Authentic Experiential Interprofessional Education Learning Framework

Abstract

The Longitudinal Interprofessional Family-Based Experience (LIFE) was developed to address the need for longitudinal, experiential IPE opportunities that bring students together with real patient-family units with an intentional plan for multiple qualitative and quantitative evaluation measures. LIFE engaged 48 early learners from eight health science schools at a large midwestern university in ongoing team skill-based interactions coupled with real patient experiential learning over 11 weeks. Student teams were introduced and encouraged to apply the socio-ecological model (SEM) and social determinants of health (SDH) while collaboratively exploring the impact of the patient-family’s interface with the healthcare system and community during two consecutive patient-family interviews. A creative collaboration with the health system’s Office of Patient Experience, provided eight patients who had experienced chronic illness and treatment in the healthcare system, who engaged with the learners as both teachers as well as evaluators in this experience. LIFE is a framework model that has applicability and adaptability for designing, implementing, and sustaining experiential IPE. Initial summary data regarding outcomes for students are presented as well as considerations to increase accessible and sustainable authentic IPE experiences through untapped patient and community collaborations.

Exploring experiential learning within interprofessional practice education initiatives for pre-licensure healthcare students: a scoping review

“…was also identified [ 53 , 59 , 61 , 62 , 129 ]. Specifically introducing and/or evaluating the model, framework, or program design of the IPP initiative was a stated purpose [ 86 , 118 , 130 , 131 ] and understanding processes of student learning through IPP curriculum design and experiences was also noted [ 132 – 134 ]. Evaluation of placements and experience on student outcomes .…”

“…Evaluation of the impact of clinical placements on students’ attitudes and/or perspectives towards IPE, IPC, IPL, IPP, and/or their placement experience was a purpose in 30 articles [ 49 – 52 , 63 , 65 , 68 , 72 , 73 , 76 – 78 , 82 , 83 , 85 , 98 , 117 , 118 , 121 , 122 , 130 , 135 – 143 ]. In 28 articles a purpose was to describe some specific aspect of the students’ perceptions on their experience, learning, or success from the IPP education initiative, such as competency development, cultural beliefs, interprofessional socialization, understanding of complex health issues, or other aspect of professional development [ 49 – 51 , 54 , 55 , 58 , 60 , 66 , 72 , 74 , 75 , 79 , 80 , 97 – 99 , 116 , 118 , 122 , 123 , 127 , 130 , 133 , 142 , 144 – 147 ]. Two articles evaluated student perspectives on their placement experience in relationship to their intentions to pursue a particular focus, such as working in primary care or rural settings [ 94 , 139 ].…”

“…Similar to our findings for purpose, several articles appeared to have more than one intention for the IPP initiative. In 22 articles, creation of learning initiatives for planned and/or authentic placements and experiences for interprofessional experiences was an intention of the IPP education initiative [ 51 , 58 , 62 , 64 , 67 , 76 , 78 , 81 , 85 , 89 , 95 , 101 , 103 – 105 , 107 , 117 , 118 , 120 , 134 , 139 , 148 ]. Related to this, 20 of the initiatives were designed to build on IPE, IPL, and/or IPC theory or experiences through the initiative [ 48 , 59 , 70 , 80 , 87 , 92 , 106 , 109 , 111 , 112 , 114 , 128 , 131 , 133 , 135 , 137 , 138 , 140 , 141 , 144 ].…”

The impact of online interprofessional learning on family health education to prepare collaborative-ready health professionals: A mixed-method study

“…Collaboratively, students learn by interacting directly with the family. [ 4 34 35 ] This experience provides an image of what their profession will be like. This relates to the theory that contextual learning can foster professionalism.…”

Advancing Pedagogies to Promote Mental Health and Interprofessional Education

“…These articles examine experiential learning projects for teams of students from various professional schools including public health, nutrition, nursing, other health sciences, social work, and library science. The Longitudinal Interprofessional Family-Based Experience (LIFE) program was developed to address the need for ongoing interprofessional experiential learning opportunities among health sciences students (Mattison et al, 2023). The curriculum comprised six modules over an 11-week period, covering such topics as team work, applying a social ecological and social determinants framework to understanding the experience of chronic illness, and examining one's own cultural beliefs and biases.…”