Common reading as a foundation for interprofessional education

Abstract A common reading as an educational strategy occurs frequently within the liberal arts; less so as part of interprofessional education (IPE) with students from health professions. In this paper we describe the development and implementation of an IPE common reading experience (ICRE). After the ICRE students will be able to 1. Interact with individuals of other professions while maintaining a climate of mutual respect and shared values 2. Recognize how others skills and knowledge complement and overlap with their own 3. Apply principles of effective communication 4. Demonstrate awareness of team dynamics and relationship building by valuing IP team members contributions. Over 200 students from seven health professional programs participated. Outcomes were assessed using items from the W(e)Learn Interprofessional Program Assessment and the Interprofessional Collaborative Competency Attainment Scale (ICCAS). Students reported a positive experience and significant differences in pre and post scores on ICCAS items related to learner objectives.