Description

Interactive small group learning activities are great opportunities for interprofessional education (IPE) because they reflect the collaborative nature of interprofessional care, and structured learning activities like team-based learning (TBL) have been used successfully for IPE of large groups of health professions students.

Des Moines University Medicine and Health Sciences has been advancing small group learning through an integrated activity in which students work through patient cases with the objective of recognizing the connections between basic science principles and clinical presentations.

In this activity, called SKIPPs (Scientific knowledge Integrated in Patient Presentations), students work through low-fidelity text-based simulation, discuss a diagnostic strategy, interpret test results, present the patient to a larger group, and explore the relevant literature on the patient’ condition. With its focus on the integration of clinical and foundational sciences, SKIPPs offers a unique opportunity to contrast the utility of the basic sciences in different healthcare professions.

The current study was undertaken to establish the educational benefits of conducting SKIPPs session in mixed groups of PA and DO students, who each bring a different perspective on foundational sciences to the discussion.

Learning Objectives

1. Evaluate the structure and execution of SKIPPs sessions, focusing on how the integration of clinical and foundational sciences is achieved through interactive small group learning.
2. Propose modifications to the SKIPPs protocol that include more detailed information and discussion about each profession's role, aiming to improve interprofessional collaboration and problem-solving.

Speakers

Jubilee Hou, DO'27
Des Moines University Medicine and Health Sciences

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Recording date: July 17, 2025
Date of original release: July 17, 2025
Most recent review/update: July 17, 2025
Termination date: July 16, 2028