| Summary: | This project explores a distinctive approach to teaching teambased care in health science and medical schools, utilizing both classroom style instruction simultaneously with onsite clinical practice. The conceived model focuses on Team-Based Learning (TBL) [1] and is referred to as the TBL with InterProfessional Experiential Learning (TIPEL). The TIPEL model employs seamless integration of core competencies in curriculum and practice as it allows for flexibility to adapt to learners at various stages of learning in the practice of interprofessional team-based care. Physician Assistant students who participated in both a non-TIPEL and TIPEL clinical experience were surveyed using the Student Perceptions of Interprofessional Clinical Education- Revised Instrument, Version 2 (SPICE-R2) [2]. In addition to the SPICE-R2, an additional 13 open-ended questions were disseminated to solicit information regarding interprofessional core competency development and the effectiveness of TBL as an instructional approach in experiential learning settings. Overall, students were in agreement with the use of TBL as an effective instructional strategy and provided positive feedback when asked about TBL clinical practice experiences compared to those without the use of TBL. Results from this initial study indicate that the TIPEL model is an effective strategy for combining interprofessional education and collaborative clinical practice for experiential learning. [1] Michaelsen, L. K., Knight, A. B., and Fink, L. D. (2003). <i>Team-Based Learning: A Transformative Use of Small Groups in College Teaching</i>. Sterling, VA: Stylus Publishing. [2] J. A. Zorek, J. C. Eickhoff, L. A. Steinkamp, J. Oryall, S. Kruger, and C. S. Seibert. Student Perceptions of Interprofessional Clinical Education-Revised Instrument, Version 2 (SPICE-R 2): Instrument validation. University of Wisconsin-Madison Interprofessional Health Summit 2016: Impact of Interprofessional Care on Chronic Conditions, Madison, WI, April 23, 2016.
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