Twelve tips for delivering successful interprofessional case conferences

Bridget C. O’Brienab**, Shalini R. Patelab**, Meg Pearsonab, Abigail P. Eastburnab, Gillian E. Earnestab, Anna Strewlerac, Krista Gagerac, Jennifer K. Manuelad, Maya Dulayab, Melissa R. Bachhuberab & Rebecca Shunkaba San Francisco Veterans Affairs Medical Center, San Francisco, CA, USA; b Department of Medicine, School of Medicine, University of California, San Francisco, CA, USA; c Department of Community Health Systems, School of Nursing, University of California, San Francisco, CA, USA; d Department of Psychiatry, School of Medicine, University of California, San Francisco, CA, USA* Shared first authors.Supplemental data for this article can be accessed here.CONTACT Bridget O’Brien bridget.obrien@ucsf.edu 533 Parnassus Avenue, Suite U-80, Box 0710, San Francisco, CA 94143, USA; Shalini Patel shalini.patel@ucsf.edu 1001 Sneath Lane #300, San Bruno, CA 94066, USAAbstractInterprofessional case conferences (ICCs) offer an interactive, practical way to engage members of two or more health professions in discussions that involve learning and working together to improve patient care. Well-orchestrated ICCs provide opportunities to integrate interprofessional (IP) education into routine clinical practice. The authors provide 12 tips to support the conceptualization, planning, implementation, facilitation, evaluation, and sustainability of ICCs. They draw from extensive experience as IP educators and facilitators of ICCs and from literature on IP education, case-based learning, small-group facilitation, peer-assisted learning, and learner engagement – all of which offer insights into ICCs but have not been integrated and applied to this context.