by Karen A. Brown, MS, MASCP, MLS(ASCP)^CM

The 2024 NAACLS Standards include a curriculum requirement for interprofessional education (IPE) and collaborative practice (Standard VIII.B.). Furthermore, career entry competencies have been expanded to include that graduates of NAACLS programs will have the ability to “establish effective interprofessional working relationships with other healthcare professionals, demonstrating comprehension of and respect for their roles and patient welfare.” These changes relate to part of our mission, which is to ensure the advancement of education in clinical laboratory sciences and related healthcare disciplines. By incorporating IPE, the quality and relevance of educational programs is enhanced and program graduates are more prepared to practice in today’s healthcare environment. Students who participate in IPE experiences develop a broader understanding of their own professional roles in healthcare. IPE also connects to our core value of collaboration, as communication with and insights into the responsibilities of other professionals are keys to functioning in team-based healthcare. Establishing effective and interactive IPE activities encourages innovation, another core value espoused by NAACLS.

Graduates of NAACLS programs need to be prepared to practice in diverse healthcare settings, landscapes that are increasingly requiring collaboration among various professionals. Engaging in meaningful opportunities that foster connections between students in NAACLS programs and students or professionals in other healthcare specialties reinforces mutual appreciation for everyone’s contributions to quality patient care. Structured and appropriate IPE activities can also strengthen the overall quality of NAACLS programs when graduates are recognized for their commitment to collaboration across healthcare disciplines.

As when complying with other Standards, incorporating IPE into a program’s curriculum is not prescriptive by NAACLS. This standard may be achieved through many types of learning activities, such as interdisciplinary case studies, simulation exercises, community-based projects, or shared clinical experiences. What is necessary is that the structured educational exercise be with students or practitioners outside of the clinical laboratory sciences professions. These other healthcare disciplines can be more “traditional” as with physicians, physician assistants, nurses, nurse practitioners, or pharmacists. But, as currently demonstrated by innovative NAACLS programs, can also involve students/professionals in or from radiologic technology, surgical technology, genetic counseling, or public health. Also required, however, is that the interaction be active and include a reflective component or some type of debrief or evaluation of the experience. Simply watching a video or listening to a panel discussion without any engagement is not acceptable to meet compliance with this standard. The 2024 Standards Compliance Guide provides helpful information detailing how programs can satisfy this standard when writing their self-study reports or when preparing for site visits.

In summary, IPE strengthens NAACLS programs by helping students recognize their own professional role as well as the important contributions of other healthcare professionals. Through structured and meaningful IPE activities, students and graduates are better prepared to collaborate in team-based practice and contribute to quality patient care.