Health Professional Student Perceptions of Interprofessional Learning at the Emory Farmworker Project, a Community Based Interprofessional Education Program

The Emory Farmworker Project (EFP) is a 29-year interprofessional service-learning program at Emory University providing care to migrant farmworkers and families in the fields. This care is provided by medical, PA, PT and nursing students, faculty and clinicians, and interpreters. EFP has grown intentionally to become more interprofessional, though the impact of the interprofessional nature of EFP has not been formally evaluated.Goals, objectives, and purpose: We aimed to explore student perception on the interprofessional aspect of EFP through focus groups.Methods/Methodology: Physician assistant and medical students from the 2024 EFP participated in a focus group using 2023 IPEC Core Competencies for Collaborative Practice [1] as a framework for interprofessional learning at EFP. Data were analyzed using deductive thematic analysis.Results/Findings: Students felt strongly that EFP was a highly impactful experience for Interprofessional Education (IPE). Specifically, students noted that the community-based structure of the clinics with multiple professions in one location facilitated co-learning. It was strongly emphasized that the students did not have this opportunity elsewhere in their education. Students preferred the idea of collaborative workflows, including shared problem-solving during patient care, highlighting the importance of well-coordinated roles and responsibilities aimed at improving patient outcomes. They also noted the need to balance this with patient wait time and length of visit. Hands-on exposure to techniques from different clinical disciplines, such as PT and nursing, fostered PA and MD students' learning of new clinical skill sets, provided new approaches to patient assessment and treatment, and enhanced professional growth.Conclusions, implications, and/or curiosities: Community based IPE programs like EFP are high yield learning opportunities for clinical students from multiple disciplines to gain a deeper understanding and appreciation of each specialty’s scope and skills. Opportunities for true IPE are limited in traditional didactics and rotations. Embedding opportunities for practical IPE in clinical education will build a healthcare workforce who value and practice collaboration.