Connecting Theoretical Constructs to Interprofessional Practice

A common theoretical framework provides the foundation for a robust experiential learning approach that supports classroom teaching. Collaborations among disciplines and partnerships between students, educational departments, and professions deepen the pedagogy of experiential learning that supports theory to practice. Key concepts in this chapter include systems theory and how this theoretical construct brings professions together under a common framework, the incorporation of experiential practices to promote learning beyond the classroom, and the development of collaborations between disciplines in the academic environment as well as in professions that may not readily collaborate. The learning process includes interactions between disciplines to learn specific vernacular and understanding central approaches to address social issues from diverse professional perspectives. This chapter addresses and describes examples of interprofessional collaborations with detailed instructions on how to establish partners and conduct classroom activities that support experiential learning. Activities include simulations, community-based interactive consultations, and grouping students into interprofessional teams to address common design dilemmas with attention to diversity, equity, and inclusion as well as universal design and social responsibility. Student teams work to find solutions to social inequities based on their respective paradigms and bring those diverse concepts into practice using reflective presentations.