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Five faculty members from the ɫ����Ƶpublished their research on Interprofessional Team Immersion (IPTI) in the Journal of Interprofessional Education & Practice. The article details the educational benefits of IPTI as students train to work in various health professions.

The article was authored by Shelley Cohen Konrad, Ph.D., LCSW, FNAP, director of the ɫ����Ƶ School of Social Work and the Interprofessional Education Collaborative (IPEC); Jim Cavanaugh, PT, Ph.D., associate professor in the Department of Physical Therapy; the ɫ����Ƶ Center for Excellence in Health Innovation’s Kira Rodriguez, M.H.S.; Kris Hall, M.F.A., IPEC program coordinator, and Karen Pardue, Ph.D., R.N., CNE, ANEF, ɫ����Ƶ Westbrook College of Health Professions associate dean for academic affairs. 

Launched in 2014, IPTI takes place within ɫ����Ƶ's robust interprofessional learning culture that has been recognized nationally and internationally as multi-faceted in its approach to educating health professions. It offers health professions students from all clinical colleges a four-session opportunity to apply their interprofessional knowledge and skills in clinical simulation. In recent years, educators across the health professions have recognized the importance of providing opportunities to immerse students in curricular, service learning and related activities that promote critical thinking, shared decision-making, and other capacities for interprofessional, person-centered collaboration and teamwork. “IPTI’s strength is that it provides a multi-level experience that mimics real life practice while giving students opportunities to learn from each other and the patient simulation team in a lively and interactive environment,” said Cohen Konrad. “Inter-faculty collaboration and ongoing program evaluation ensures that the quality and relevance of IPTI is continually maintained.”

To learn more about the University of New England’s Interprofessional Education Collaborative visit

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