A Novel Approach to Interprofessional Training: Lessons Learned From a Pilot Study of Virtual Student‐Centred, Student‐Led Interest Groups in the Urban Service Track/Area Health Education Center Program

Background Engagement in training is a key predictor of identifying as a health professional, satisfaction with the learning process, academic persistence and success and social commitment. Student interest groups are a promising approach to engaging learners and teaching core values and skills associated with quality care. Approach An interprofessional program to train health professions students to deliver primary care to high‐need communities developed a virtual student‐centred, student‐led curriculum delivered through interprofessional student interest groups, formed on the basis of shared interest in current priority healthcare topics. The authors surveyed trainees to assess their engagement, perceptions and recommendations for program development. Evaluation Quantitative analysis indicated that, overall, students were satisfied with the interest group program. Several factors were correlated with student satisfaction, including support from leadership and experiencing influence in the group through engagement and input. Students agreed that interest groups effectively explored the subject matter and taught interprofessional care skills. Group organization, roles and responsibilities, communication about objectives, leadership support and the virtual platform are key areas for improvement in the future. Implications Student interest groups show potential as an effective, low‐cost approach for engaging students, teaching the value of serving populations with greatest need and teaching Interprofessional Education Collaborative (IPEC) competency. Implementation may be enhanced by combining virtual and in‐person interest group training with community‐based training in team‐based care to vulnerable communities.