Studio-based learning in interprofessional education

James Rodolfo Shraiky, Gerri Lamb

Research output: Contribution to journalArticlepeer-review

4 Scopus citations


The recent growth of interprofessional education (IPE) in healthcare has been accompanied by exploration of teaching strategies to improve its effectiveness. Experts in IPE advise faculty to explore teaching models from other disciplines outside of healthcare. Studio-based learning (SBL) in design education embodies many of the features that are integral to effective IPE. Students work in teams to design new processes and products to solve complex and real-life problems. The purpose of this paper is to describe features of SBL that enhance IPE and examine student experiences of interprofessional learning from three healthcare design studios. Findings from an exploratory case study of these design studios involving students from a range of professions suggest that the students transition through learning stages in SBL that may enhance IPE. The paper goes on to discuss the unique features of SBL and how they offer new and complementary strategies for building interprofessional curricula.

Original languageEnglish (US)
Pages (from-to)461-468
Number of pages8
JournalJournal of Interprofessional Care
Issue number6
StatePublished - Nov 2013


  • Collaboration
  • Interprofessional education
  • Studio-based learning

ASJC Scopus subject areas

  • General Medicine


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