This resource is an interprofessional health education curriculum for first-year dentistry, medicine, nursing, pharmacy, and physical therapy learners. The curriculum consists of three components: two organized half-day exercises (referred to as day 1 and day 2) and a yearlong longitudinal community-based project. For each of these components, first-year learners from each of the professional schools are divided into groups of seven to eight interprofessional students and remain in the same groups for the entire yearlong curriculum. Day 1 is a 3-hour event focused on a standardized patient monologue, a health policy discussion, and an overview of the roles and responsibilities of the health professions. Day 2 centers on a patient case discussion in small breakout rooms throughout the campus. The longitudinal project has the groups choose a project description from a provided list or create their own project with the approval of the curriculum coordinators. Analysis of pre- and postassessment surveys showed that learners moved closer toward achievement of the interprofessional competencies after this curriculum had been implemented.
- Describe the roles of dentistry, medicine, pharmacy, nursing, and physical therapy in providing patient-centered and population-oriented care.
- Engage in discussion with other health professional students on the role of the interprofessional team in the 2010 Affordable Care Act, with a focus on accountable care organizations, provider shortages, health insurance reform, the Healthy San Francisco program, and the patient-centered medical home model.
- Explain the role of interprofessional health education in health professional curricula as it relates to interprofessional practice in the health system workforce.
- Practice being receptive to and eliciting opinions from members of the interprofessional team in a patient-centered fashion.
- Work with other health professional students to create a comprehensive care plan for a patient.
- Communicate information, including their professional identity, unique skills, and opinions, in a manner that is patient centered, not discipline specific, and engages the interprofessional team.
- Describe how health professional school curricula complement and differ from each other in relation to how these professions can work together as an interdisciplinary team in practice.
- Integrate knowledge and experience of other health professions and collaborate with a team of health professional students on a project of their choosing.
- Communicate with, organize, and listen actively to a team of health professional students.
This is an open-access article distributed under the terms of the Creative Commons Attribution license.