Interprofessional Healthcare Research Interest Group


The Interprofessional Healthcare Research Interest Group (IPH RIG) is a meeting place for UConn researchers interested in patient-centered interprofessional (IP) health research and expanding collaboration and teamwork in healthcare. The term “interprofessional” refers to opportunities and experiences that involve more than one profession (e.g., pharmacy and nursing) instead of “interdisciplinary,” which may involve collaboration among different disciplines or specialties within the same profession (e.g., internal medicine and dermatology).

The IPH RIG’s mission is to (1) build upon existing IP programmatic and educational research to effect change in the lives of the recipients of IP healthcare approaches, (2) produce and/or sponsor quality programs to ensure that all health professional students have the opportunity to engage in IP experiences in the classroom, patient care setting, research laboratory, and/or broader community, and (3) develop innovative strategies for assessing the efficacy of IP healthcare and learning. The group includes members from a range of departments and schools within UConn Storrs and UConn Health, as well as from local healthcare facilities, and community organizations.

The IPH RIG meets periodically throughout the year and co-sponsors IP-related talks as part of the InCHIP Lecture Series. In addition, the RIG organizes and sponsors a variety of events and activities dedicated to achieving its mission.

Join Us

To join the IPH RIG, please fill out the form below:



The IPH RIG is led by:

Michelle Judge, PhD, RD, CD-N
Chair, Interprofessional Healthcare Research Interest Group
Assistant Professor, School of Nursing
Chair, Research Subcommittee, Committee on Interprofessional Excellence in Healthcare

Committee on Interprofessional Excellence in Healthcare

The Interprofessional Healthcare Research Interest Group works closely with the UConn Committee on Interprofessional Excellence in Healthcare (CIPEH). CIPEH focuses its efforts on developing the educational resources for interprofessional care available at UConn, while the IPH RIG primarily focuses on developing research programs that evaluate the effects of interprofessional care on patient outcomes and wellbeing. More information about CIPEH can be found on its website here.

Upcoming Events

Forum for Interprofessional Healthcare Research: Exploring Models & Networking Opportunities
Date: October 18, 2018 from 5:00-7:30PM
Location: Costa Del Sol Restaurant, 901 Wethersfield Ave. Hartford, CT
Presentation by: Millicent Malcom, DNP, GNP-BC, APRN from UConn School of Nursing
Click here for more information & to register!


Check back soon for conferences in the upcoming semester!

RIG Highlights

Under Constructions

Interprofessional Healthcare RIG Resources

Selected Publications

Interprofessional collaboration: Three best practice models of interprofessional education

Author: Bridges D.R., Davidson R.A., Odegard P.S., Maki I.V., and Tomkowiak J.
Journal: Medical Education Online
Date Published: April 8, 2011
Abstract: Interprofessional education is a collaborative approach to develop healthcare students as future interprofessional team members and a recommendation suggested by the Institute of Medicine. Complex medical issues can be best addressed by interprofessional teams. Training future healthcare providers to work in such teams will help facilitate this model resulting in improved healthcare outcomes for patients. In this paper, three universities, the Rosalind Franklin University of Medicine and Science, the University of Florida, and the University of Washington describe their training curricula models of collaborative and interprofessional education. The models represent a didactic program, a community-based experience, and an interprofessional-simulation experience. The didactic program emphasizes interprofessional team building skills, knowledge of professions, patient-centered care, service learning, the impact of culture on healthcare delivery and an interprofessional clinical component. The community-based experience demonstrates how interprofessional collaborations provide service to patients and how the environment and availability of resources impact one’s health status. The interprofessional-simulation experience describes clinical team skills training in both formative and summative simulations used to develop skills in communication and leadership. One common theme leading to a successful experience among these three interprofessional models included helping students to understand their own professional identity while gaining an understanding of other professional’s roles on the health care team. Commitment from departments and colleges, diverse calendar agreements, curricular mapping, mentor and faculty training, a sense of community, adequate physical space, technology, and community relationships were all identified as critical resources for a successful program. Summary recommendations for best practices included the need for administrative support, interprofessional programmatic infrastructure, committed faculty, and the recognition of student participation as key components to success for anyone developing an IPE centered program.

The conceptual basis for interprofessional collaboration: Core concepts and theoretical frameworks

Authors: D’Amour D., Ferrada-Videla M., San Martin Rodriguez L., and Beaulieu M.D.
Journal: Journal of Interprofessional Care
Date Published: July 6, 2009
Abstract: Interprofessional collaboration is a key factor in initiatives designed to increase the effectiveness of health services currently offered to the public. It is important that the concept of collaboration be well understood, because although the increasingly complex health problems faced by health professionals are creating more interdependencies among them, we still have limited knowledge of the complexity of interprofessional relationships. The goal of this literature review was to identify conceptual frameworks that could improve our understanding of this important aspect of health organizations. To this end, we have identified and taken into consideration: (A) the various definitions proposed in the literature and the various concepts associated with collaboration, and (B) the various theoretical frameworks of collaboration. Our results demonstrate that: (1) the concept of collaboration is commonly defined through five underlying concepts: sharing, partnership, power, interdependency and process, (2) the most complete models of collaboration seem to be those based on a strong theoretical background, either in organizational theory or in organizational sociology and on empirical data, (3) there is a significant amount of diversity in the way the various authors conceptualized collaboration and in the factors influencing collaboration, (4) these frameworks do not establish clear links between the elements in the models and the outputs, and (5) the literature does not provide a serious attempt to determine how patients could be integrated into the health care team, despite the fact that patients are recognized as the ultimate justification for providing collaborative care.

Difficulties in collaboration: A critical incident study of interprofessional healthcare teamwork

Author: Kvarnstrom S.
Journal: Journal of Interprofessional Care
Date Published: July 6, 2009
Abstract: The challenge for members of interprofessional teams is to manage the team processes that occur in all teamwork while simultaneously managing their individual professional identities. The aim of this study was to identify and describe difficulties perceived by health professionals in interprofessional teamwork. Utterances on verbal actions and resolutions were also explored to enable a discussion of the implications for interprofessional learning. Individual interviews using a Critical Incident Technique were performed with 18 Swedish professionals working in healthcare teams, and examined with qualitative content analysis. The main findings show difficulties related to the team dynamic that arose when team members acted towards one another as representatives of their professions, difficulties that occurred when the members’ various knowledge contributions interacted in the team, and difficulties related to the influence of the surrounding organization. The perceived consequences of the difficulties, beyond individual consequences, were restrictions on the use of collaborative resources to arrive at a holistic view of the patient’s problem, and barriers to providing patient care and service in the desired manner. This paper also discusses how experiences of managing difficulties entailed various forms of interprofessional learning situations.


Journal of Interprofessional Education & Practice

This journal “provides innovative ideas for interprofessional educators and practitioners through peer-reviewed articles and reports.”

Journal of Interprofessional Care

This journal “disseminates research and new developments in the field of interprofessional education and practice.”

Journal of Research in Interprofessional Practice and Education

This journal is “an open access journal that disseminates theoretical perspectives, methodologies, and evidence-based knowledge to inform interprofessional practice, education, and research to improve health care delivery, quality of care, and health status for individuals, families, and communities.”

Health and Interprofessional Practice

This journal is “a peer-reviewed, open access journal dedicated to increasing the availability of high-quality evidence to inform patient care and practitioner education from an interprofessional perspective.”

Organizations and Centers

American Interprofessional Health Collaborative
Centre For The Advancement Of Interprofessional Education (UK)
Canadian Interprofessional Health Collaborative (Canada)
APTR Healthy People Curriculum Task Force
National Academies of Practice
National Center for Interprofessional Practice and Education