Oral Presentation - Programmatic/Innovation

Unlocking Collaboration: Transforming Interprofessional Education and Practice Through Micro-credentialing

- CDT
Room: Washington City
Elshimaa Elshimaa profile pic
Elshimaa Basha, MPH, CHSE
University of Colorado Anschutz Medical Campus
Reesie Roland
University of Colorado Anschutz Medical Campus
Erika Lourenco de Freitas, PhD
University of Colorado Anschutz Medical Campus
Track:
  • Innovative Approaches to Interprofessional Pedagogy and Education Science
Micro-credentialing is an innovative approach to advancing interprofessional education (IPE) and practice by recognizing specific skills and competencies. In healthcare education, where collaboration across disciplines is essential for improving patient outcomes, micro-credentials offer a targeted method to assess, develop, and showcase proficiency in interprofessional competencies. This presentation will highlight the University of Colorado Center for Interprofessional Practice and Education’s (CUCIPE) implementation of micro-credentialing, emphasizing its role in fostering collaboration, enhancing learner engagement, and promoting continuous professional development.Implementation: Micro-credentials, awarded as digital badges or certificates, validate mastery of discrete competencies, such as effective communication, team-based problem-solving, and ethical decision-making in interprofessional contexts. Unlike traditional assessments, they offer granular and actionable feedback, enabling learners to identify growth areas and build confidence. These credentials are stackable, which allow personalized learning pathways and showcase their achievements to peers, educators, and employers. CUCIPE’s early explorations include collaborating with the Office of Student Affairs to implement interprofessional micro-credentialing for approximately 700 IPE learners per cohort.Evaluation plan: Data from pilot initiatives reveal increased learner motivation, better retention of interprofessional skills, and improved confidence in collaborative practice. Faculty reported that the structured approach of micro-credentialing enhanced their ability to evaluate student progress and adapt teaching methods to individual needs.Outcome(s) and significance: By aligning micro-credentialing with the Core Competencies for Interprofessional Collaborative Practice (IPEC) and using a digital dashboard platform, this approach ensures that learners are equipped for modern healthcare challenges. Additionally, the portability of digital badges enhances professional visibility, supporting career advancement and fostering a culture of lifelong learning.

The session will conclude with practical strategies for designing and implementing micro-credentialing systems in IPE programs, providing attendees with actionable insights and frameworks to improve educational outcomes and transform healthcare education.

Learning Objectives

  • Define the Role of Micro-Credentials in IPE: Demonstrate how micro-credentialing addresses the specific competency requirements of interprofessional collaborative practice.
  • Highlight Outcomes from Implementation: Share evidence-based insights into how micro-credentialing enhances student learning, faculty evaluation, and professional visibility.
  • Provide Practical Implementation Strategies: Offer actionable guidance on integrating micro-credentials into existing IPE curricula and aligning them with Core Competencies for Interprofessional Collaborative Practice (IPEC).

References

  • Institute of Medicine (US) Committee on Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes. (2015). Measuring the Impact of Interprofessional Education on Collaborative Practice and Patient Outcomes. Washington, DC: National Academies Press.
  • Diamond, J., Gonzalez, P.C. (2016). Digital Badges for Professional Development: Teachers’ Perceptions of the Value of a New Credentialing Currency. In: Ifenthaler, D., Bellin-Mularski, N., Mah, DK. (eds) Foundation of Digital Badges and Micro-Credentials. Springer, Cham. https://doi.org/10.1007/978-3-319-15425-1_21
  • Noyes, J. A., Welch, P. M., Johnson, J. W., & Carbonneau, K. J. (2020). A systematic review of digital badges in health care education. Medical education, 54(7), 600–615. https://doi.org/10.1111/medu.14060
  • Lok, P., Beyene, K., Awaisu, A., Woods, D., & Kheir, N. (2022). Microcredentials training in pharmacy practice and education: an exploratory study of its viability and pharmacists' professional needs. BMC medical education, 22(1), 332. https://doi.org/10.1186/s12909-022-03341-7
  • DeMarco, B., Ebanks, Y., & Tafuto, B. (2024). Digital badges in academia: An educational tool for the clinical research coordinator. Journal of clinical and translational science, 8(1), e51. https://doi.org/10.1017/cts.2024.490