Original Publication
Open Access

Development and Evaluation of an Interprofessional Collaborative Case Conference Series in Primary Care

Published: October 30, 2014 | 10.15766/mep_2374-8265.9937

Included in this publication:

  • CCC Instructor's Guide.docx
  • Tables 1 and 2.docx
  • CCC Checklist and Facilitation Guide.docx
  • CCC Sample Template, PCCP, Article Summary.docx
  • Templated Emails.doc
  • CCC Evaluation Form.docx

To view all publication components, extract (i.e., unzip) them from the downloaded .zip file.

Editor's Note: This publication predates our implementation of the Educational Summary Report in 2016 and thus displays a different format than newer publications.


Introduction: Many health professions training programs provide inadequate opportunities for trainees to develop the knowledge, skills, and attitudes needed for interprofessional collaboration (IPC). To address this gap, we created an interprofessional collaborative case conference (CCC) series that provides opportunities for participants from multiple professions to learn with, from, and about each other through discussion of real patient cases and actionable strategies for care plans. Methods: This publication describes a monthly hour-long CCC in which trainees from a variety of health professions facilitate and discuss medically and psychosocially complex patients from one trainee’s primary care panel with the goal of developing an improved care plan for the patient. The CCC includes upwards of 20 participants from wide-ranging backgrounds and allows face-to-face, interactive brainstorming of strategies and solutions that can ultimately be incorporated into a care plan in real time. The trainee facilitator works closely with a faculty mentor to prepare and execute the CCC, including selecting an appropriate patient, identifying clear learning objectives, inviting discussants involved in the patient’s care or with relevant expertise, writing up the case and discussion questions, summarizing two pertinent articles from the literature, and creating a facilitation plan to encourage participation and collaboration among all participants. The trainee also writes a postconference care plan detailing innovative ideas for the patient’s care that arose during the CCC and completes a 3-month update on the status of the proposed interventions. Included herein are a comprehensive Instructor’s Guide with documents and sample templates for conference preparation and follow-up. Results: We used conference evaluation forms and trainee check-ins with faculty mentors to evaluate the following components of the CCC: interprofessional trainee satisfaction with the organization, facilitation, educational value, and collaborative nature of the conference; interprofessional trainee self-assessment of knowledge, skills, and attitudes related to IPC; and participants’ achievement of learning objectives based on observed behaviors during the CCC, documents generated for and after the conferences, and formative assessments by peers and faculty mentors. Conference ratings were very high across the board, with scores above 4 (on a 0-5 scale) for nearly all questions. In formal curricular feedback sessions held twice a year, trainees frequently requested more such interprofessional case-based learning sessions. The CCC also led to innovative developments in patients’ treatment plans. Discussion: The CCC series has proven to be an effective tool in developing primary care trainees’ competence in IPC and has helped to foster a culture of IPC within our program. The IPC skills that trainees develop through the CCC are expected to translate into enhanced interprofessional skills in future clinical settings beyond our training program. The CCC has also had a positive impact on the individual patients discussed, through the generation of new multidisciplinary strategies in their care plans and the creation of lasting collaborations between their providers.

Educational Objectives

By the end of this session, learners will be able to:

  1. Collaborate interprofessionally to develop innovative care plans that include perspectives and services beyond their own profession.
  2. Identify and mobilize multidisciplinary resources available within their health care system to care for complex, challenging patients.
  3. Build professional relationships across multiple disciplines and use these ongoing relationships to enhance care of patients clinic-wide.

Author Information

  • Bridget O’Brien: University of California, San Francisco, School of Medicine
  • Meg Pearson, MD: University of California, San Francisco, School of Medicine
  • Rebecca Shunk: University of California, San Francisco, School of Medicine

None to report.

None to report.

Prior Presentations
Pearson M, O'Brien B, Shunk R. Development and evaluation of an interprofessional collaborative case conference series. Poster presented at: Society of General Internal Medicine Annual Meeting; 2013.

Pearson M, O'Brien B, Patel S, Bachhuber M, Kim C. Designing, delivering, and evaluating interprofessional case conferences (ICC) for health professions trainees. Workshop presented at: National Society of General Internal Medicine Annual Meeting; 2014.


Pearson M, O’Brien B, Shunk R. Development and evaluation of an interprofessional collaborative case conference series in primary care. MedEdPORTAL. 2014;10:9937. https://doi.org/10.15766/mep_2374-8265.9937