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The Vanderbilt Program in Interprofessional Learning: Sustaining a Longitudinal, Clinical Experience That Aligns

Heather A Davidson¹, Melissa A Hilmes, Shannon Cole

¹H.A. Davidson is associate professor of medical education and administration, Vanderbilt University Medical Center, Nashville, Tennessee. M.A. Hilmes is associate professor of radiology and radiological sciences, Vanderbilt University Medical Center, Nashville, Tennessee. S. Cole is assistant professor in clinical nursing, Vanderbilt University School of Nursing, Nashville, Tennessee. P. Waynick-Rogers is instructor, Vanderbilt University School of Nursing, Nashville, Tennessee. A. Provine is assistant professor of pharmacy practice, Lipscomb University College of Pharmacy, Nashville, Tennessee. D. Rosenstiel is assistant dean for health sciences education, Vanderbilt University School of Medicine, Nashville, Tennessee. L. Norman is Valerie Potter Menefee Professor of Nursing and dean, Vanderbilt University School of Nursing, Nashville, Tennessee. B. Miller is professor of medical education and administration, Vanderbilt University Medical Center, Nashville, Tennessee.

Academic Medicine : Journal of the Association of American Medical Colleges

|December 27, 2019

Summary

The Vanderbilt Program in Interprofessional Learning (VPIL) successfully trains health professions students in collaborative care. This longitudinal program fosters teamwork and innovation, improving healthcare delivery.

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Area of Science:

Health Professions Education
Interprofessional Collaboration
Clinical Learning Environments

Background:

Longitudinal, clinic-based interprofessional learning is logistically challenging for health professions schools.
Limited educational opportunities exist for students to practice collaborative care in authentic clinical settings.

Purpose of the Study:

To describe the Vanderbilt Program in Interprofessional Learning (VPIL) as a model for overcoming challenges in clinic-based interprofessional education.
To highlight the program's structure, outcomes, and sustainability.

Main Methods:

VPIL integrates first- and second-year students from medicine, nursing, pharmacy, and social work.
The 2-year program includes summer immersion, simulation sessions, weekly clinical experiences, and quality improvement projects.
Program sustainability is supported by institutional, clinic, faculty, and student-level structures.

Main Results:

From 2010-2019, 398 students participated in 91 clinical teams, trained by 55 preceptors and 12 faculty.
Students consistently rated the program highly and completed 69 quality improvement projects.
Projects addressed care delivery and generated innovations within the health system.

Conclusions:

VPIL demonstrates a sustainable model for interprofessional education in authentic clinical settings.
Lessons learned can guide educators in developing similar programs to foster collaborative practice.
The program contributes to high-value healthcare delivery in complex systems.