Interprofessional service-learning is a form of experiential education in which two or more professions engage in activities that address human and community needs together with structured opportunities intentionally designed to promote active and reflective learning about, from, and with each other to enable collaboration and improve health outcomes.
The MIPERC interprofessional service-learning definition is based on and adapted from the definitions of service-learning found on pages 1-2 of: Jacoby, B. (2015). Service-Learning Essentials: Questions, Answers, and Lessons Learned, San Francisco: Jossey-Bass and the World Health Organization's (WHO) definition of Interprofessional Education reprinted from the WHO's Framework for Action on Interprofessional Education & Collaborative Practice, A. Burton, M. Hammick, and S. Hoffman, Page 10., Copyright (2010). http://apps.who.int/iris/bitstream/10665/70185/1/WHO_HRH_HPN_10.3_eng.pdf
Permissions for use provided by Barbara Jacoby, PhD. and the World Health Organization.
Service Learning Workgroup:
The development of the infrastructure and implementation of community-based interprofessional team placement in service learning activities across each discipline's curriculum.
All disciplines are involved in service learning as part of their curriculum. An inventory of interprofessional student service learning projects across disciplines and institutions would identify service learning projects that either are interprofessional or have the capacity to be interprofessional.