Transforming Patient Safety and Care Practices Through Interprofessional Education

Authors

• Kaleena Ramirez, The University of Texas MD Anderson Cancer CenterFollow
• Claudia C. Tamara, The University of Texas MD Anderson Cancer CenterFollow
• Jennifer Sells, The University of Texas MD Anderson Cancer CenterFollow
• Karen Clatt, The University of Texas MD Anderson Cancer CenterFollow
• Banan Abuharb, The University of Texas MD Anderson Cancer CenterFollow
• Mary Coolbaugh-Murphy, The University of Texas MD Anderson Cancer CenterFollow
• Iris Culwell, The University of Texas MD Anderson Cancer CenterFollow
• Anca Fumurescu, The University of Texas MD Anderson Cancer CenterFollow
• Mary Gust, The University of Texas MD Anderson Cancer CenterFollow
• Lori Simmons, The University of Texas MD Anderson Cancer CenterFollow
• Delores Whiteing, The University of Texas MD Anderson Cancer CenterFollow
• Annie Koenig, The University of Texas MD Anderson Cancer CenterFollow
• Sara Martinez, The University of Texas MD Anderson Cancer CenterFollow
• Wilton Muriithi, The University of Texas MD Anderson CancerFollow
• Shaun T. Caldwell, The University of Texas MD Anderson CancerFollow
• Susan Lee, The University of Texas MD Anderson Cancer CenterFollow
• Mary Sizemore, The University of Texas MD Anderson Cancer CenterFollow
• Kimberly Ann H. Krumwiede, The University of Texas MD Anderson Cancer CenterFollow

Document Type

Article

Abstract

As healthcare increasingly relies on interdisciplinary teams to deliver safe and effective care, the development of interprofessional collaboration competencies among students in health care professions has become an educational priority. In response, The University of Texas MD Anderson Cancer Center School of Health Professions integrated a longitudinal interprofessional education curriculum to foster collaborative practice readiness and prepare students for team-based interdisciplinary environments that ensure safe and patient-centered care. The curriculum was guided by the Interprofessional Education Collaborative 2016 and 2023 core competencies for interprofessional collaborative practice, reinforced with the Real Colors® Personality Instrument and Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS®). The program was distributed in seven instructional sessions per academic year, implemented using a constructivist pedagogical approach, and delivered in a hybrid-flexible format. The data from pre- and post-session surveys suggest a significant increase in student confidence, communication clarity, and understanding of interprofessional roles. Students reported feeling more prepared to advocate for patient safety, resolve conflict constructively, and work collaboratively across disciplines. These findings support the value of integrating Interprofessional Education Collaborative competencies and TeamSTEPPS into a structured interprofessional education curriculum for health care professions. This approach offers a scalable framework for institutions seeking to promote safe, patient-centered, and team-based care through healthcare education.

Grants and Funding

This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

Recommended Citation

Ramirez K, Tamara CC, Sells J, Clatt K, Abuharb B, Coolbaugh-Murphy M, Culwell I, Fumurescu A, Gust M, Simmons L, Whiteing D, Koenig A, Martinez S, Muriithi W, Caldwell ST, Lee S, Sizemore M, Krumwiede KH. Transforming Patient Safety and Care Practices Through Interprofessional Education. Advances in Cancer Education and Quality Improvement. 2026; 2(1).