Promoting values and ethics in collaborative health care training: A student‐led interprofessional education initiative addressing opioid use disorder

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Abstract Introduction Previous institutional interprofessional education (IPE) efforts at the University of Mississippi Medical Center were primarily focused on only three of the four Interprofessional Education Collaborative (IPEC) core competencies: Roles and Responsibilities, Teams and Teamwork, and Communication. Recognizing the need to also address Values and Ethics, the IPE faculty team responsible for designing interprofessional student experiential learning created and implemented a new IPE event. In addition, the suggestion for more student‐led interactions with reduced faculty facilitation was considered when developing the new event. Methods A third IPE event was integrated into an existing patient case series involving students from medicine (2nd year), nursing (4th year Bachelor of Science in Nursing (BSN)program), occupational therapy (2nd year), pharmacy (3rd year), and physical therapy (2nd year) programs. This event focused on a patient who had previously been treated for acute pain (first event), then chronic pain (second event), and now presents with an opioid use disorder (OUD) as a progression. The scenario was designed to facilitate meaningful discussions on values and ethics. The new event included four phases: (i) naloxone administration training, (ii) identification of OUD red flags through a patient case study, (iii) Journey to Recovery board game, and (iv) a group debriefing session. The naloxone training and board game instruction were facilitated by the pharmacy student team members to improve student team interactions and learning experiences. Results Overall, 95.4% of student respondents agreed or strongly agreed that the event met IPE Values and Ethics sub‐competencies. Additionally, 413 of the 414 (99.8%) total student attendees received naloxone administration training and earned digital credentials. Post‐event surveys, including open‐ended responses, provided valuable insights into student perceptions. Conclusions The event effectively achieved its educational objectives, with students particularly valuing the naloxone training and the Journey to Recovery board game. However, student feedback identified areas for improvement. Future iterations will incorporate these suggestions to enhance learning outcomes and interprofessional collaboration.

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