CASE 1    |    Sierra Burnes

CASE 2    |    Shirley Carter

CASE 3    |    Bradley Leonard (Butch) Sampson

CASE 4    |    Henry and Ertha Williams

CASE 5    |    Sherman (Red) Yoder

CASE 6    |    Charles Robert (Chip) Jones


CASE 8    |   Mrs. Millie Larsen

CASE 9    |    Ms. Julia Morales

CASE 10    |    Miss Patricia Verloren

CASE 11    |    Abel 

CASE 12    |    Heddy

CASE 13    |    NAME

CASE 14    |    NAME

CASE 15    |    NAME

CASE 16    |    NAME

CASE 17    |    NAME

Objectives & Committee

Virtual Interprofessional Education Collaborative (VIPEC) Information & Introduction 

World Health Organization Definition of Interprofessional Education (IPE) and Collaborative Practice: 

·       “Interprofessional education occurs when students from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes. 

·       Interprofessional education is a necessary step in preparing a “collaborative practice-ready” health workforce that is better prepared to respond to local health needs. 

·       A collaborative practice-ready health worker is someone who has learned how to work in an interprofessional team and is competent to do so.  

·       Collaborative practice happens when multiple health workers from different professional backgrounds work together with patients, families, careers and communities to deliver the highest quality of care. It allows health workers to engage any individual whose skills can help achieve local health goals”  


Goal of VIPE:  

To provide virtual health care students from multiple universities with an interprofessional orientation and virtual training experience in the care of patients across the continuum of care, with an emphasis in promoting their physical, psychological, social and spiritual well-being through collaborative health care practices. 

VIPEC Learning Objectives:  This experience will allow participants to work towards competency in the following interprofessional objectives derived from the IPEC Core Competencies for Interprofessional Collaborative Practice. 











Place interests of patients and populations at center of interprofessional health care delivery and population health programs and policies, with the goal of promoting health and health equity across the life span.   


Use unique and complementary abilities of all members of the team to optimize health and patient care.  


Express one’s knowledge and opinions to team members involved in patient care and population health improvement with confidence, clarity, and respect, working to ensure common understanding of information, treatment, care decisions, and population health programs and policies.   


Listen actively and encourage ideas and opinions of other team members.  


Engage health and other professionals in shared patient-centered and population- focused problem-solving.  



Students will work in interprofessional (IP) teams that include a faculty preceptor and a number of health profession students in a virtual online setting and: (1) describe the fundamentals of interprofessional care (2) identify the role of at least 3 other health professions  (3) examine the context of healthcare needs across the lifespan (4) summarize the importance of follow-up care and (5) discuss the complexities of establishing continuity in patient centered care (6) consider the role that social determinants of health play in this particular health situation. 

VIPEC Format: 

Students will: 

  • Students will review a case, complete pre-test and pre-survey asynchronously prior to the live event as well as a post-test & post-surveys after to the event.  

  • Attend an online virtual Interprofessional education session 

    •   Engage in a simulation/discussion of Interprofessional care through a case vignette 

    • Work in student teams, representing health disciplines from multiple universities 

    •  Be assigned an IPE faculty mentor 

Members of the IPE Online Team 


A.T. Still University of Health Sciences, Interprofessional Education & Collaboration Office, Barbara Maxwell, PT, PhD, DPT, FNAP 

Concordia University  Department of Family Life, Jennifer Fieten, MA, CCLS 

Concordia University School of Nursing, Anita Simmons, MSN, RN  

Concordia University School of Nursing, Betsy Cambridge, BSN, RN 

Concordia University School of Nursing, Joseph Yaksich, MS, RN, ACNP-BC, CHSE 

Georgetown School of Nursing and Health Studies,  Elke Jones Zschaebitz, DNP, APRN, FNP-BC 

Georgetown School of Nursing and Health Studies, Pamela Biernacki,  


GW Milken Institute School of Public Health, Andrew Wiss, PhD, EdM 

NYU Communicative Sciences and Disorders, Erin Embry, MPA, MS, CCC-SLP 

USC DPT@USC Physical Therapy, Cheryl Resnik, PT, DPT, FNAP, FAPTA 

USC Suzanne Dworak-Peck School of Social Work, Dawn Joosten-Hagye, PhD, LCSW 

Yale University Physician Assistant Online Program, Mary Showstark, MPAS, PA-C 

St. John Fisher College, Wegmans School of Pharmacy, Melanie R Symoniak, PharmD, BCPS