Senior Interprofessional Projects


The interprofessional student projects have been created for senior health profession students as an opportunity to partner with a community organization to address an area for future development while advancing collaborative leadership and interprofessional team competencies. 


Collaborative Competence Objectives

Students will:

  • Establish effective relationships  with service users and other team members to support a common goal
  • Reflect on team values to advance team function
  • Effectively apply collaborative decision-making principles
  • Contribute to co-creation of a climate for shared leadership

Project Objectives:

Students will:

  • Present a project idea that aligns with the organization’s needs
  • Demonstrate a collaborative effort in designing the idea
  • Present ideas in a professional manner



  1. Partner Organization: A representative will be available to provide an introduction to the organization, services offered and needs to be addressed. They will be available at orientation and consultation nights. They will also be evaluators during the final presentation.
  2. Service User: Where possible, a service user will be associated with each of the student teams to provide personal experience related to the organization needs. If a service user is part of the collaborative team, they may also take part in the orientation, consultation and presentation nights.
  3. Faculty Lead: A faculty lead will be available to assist teams at orientation and consultation nights. Teams are also responsible for scheduling at least one meeting with their faculty lead outside of those formal times. Faculty Leads will also be evaluators during the final presentation.



Advocating for Collaboration and Support Work in Home- and Long-Term Care:

Background: This project foregrounds support workers (e.g. Personal Support Workers, Resident Support Aides) in an effort to improve interprofessional collaboration and quality work in home- and long-term care settings. It also aims to improve compassion and working conditions with and for support workers. We are long overdue to direct investment into the backbone of our health and social care system. Personal Support Workers (PSWs) and Resident Support Aides (RSAs), who in the Greater Toronto Area are disproportionately racialized women who do daily, important, heroic work, often without the compensation and professional development available to other care providers.

The Future Skills Centre-funded project began with the development of a series of online modules entitled “Preparing PSWs for the Future,” focused on: 1) Infection Prevention and Control modules 2) The basics of COVID-19 for PSWs and 3) Wellness and resilience.

Project Details: Now, with an interprofessional group of learners, we aim to contribute to the creation of an advocacy campaign for better collaboration with and support for support workers in home- and long-term care settings. The campaign will focus on expanding understanding of the important role of PSWs/RSAs from their perspectives, client/family perspectives, and physician, nurse, and health leader perspectives. It will serve as both education and a pitch to system leaders to do work toward systems change. The campaign will involve the creation of a multi-media resource, involving students interviewing PSW/RSAs, clients/families, and other health care professionals (e.g. physicians, nurses, therapists) to tell a compelling story of support worker roles and impacts. Once complete, the advocacy campaign will be rolled out and evaluated across the University of Toronto, Toronto Academic Health Sciences Network, community and policy partners, as well as through provincial and national organizations for long-term care.

Organizational Support: The Future Skills Centre, CACHE, The Institute for Education Research, Centennial College, Rekai Centres, Houses of Providence, VHA Home Healthcare, Jodal Healthcare

Project Details

Selection Process

In January, interested students will be matched with three to five other students representing various professional programs.

Acceptance Criteria

  1. Students must have completed the first year of their professional program - Exception: Physician Assistant; Master of Professional Kinesiology; Social Work (Advanced Standing).
  2. Applicant must complete the online application form within the given deadlines.
  3. The applicant must prepare a statement explaining why and how it is anticipated that the project will enhance his/her development of interprofessional competencies. Critical and reflective language, interests and interprofessional context as it relates to the project theme will be considered in the selection process.
  4. The selection committee will ensure that a mix of students from various programs are selected to bring interprofessional perspectives to the project.

Student Expectations

Students will:

  1. Applications now closed, January 23, 2022
  2. Attend the virtual orientation session on Tuesday, January 25, 2022 at 5:15pm via Zoom to meet your team members, faculty lead, and learn about the organization, project topic and expectations. Several teams of students will be responding to the same organization need.
  3. Bring their schedules to the orientation, so they can schedule meetings with their team. Each team is responsible for coordinating and managing all of their own meetings, including those with faculty leads.
  4. Work with their team members to address the identified area of service enhancement throughout the term, applying a collaborative approach. Where possible, team members will have access to a service user representing or linked to the partner organization.
  5. Dedicate approximately 25 hours (plus requisite orientation, consult and final presentation) throughout the term to this project.
  6. Schedule at least one meeting in February to consult with their faculty lead or service user (if applicable).
  7. Schedule the virtual consultation between February 14 – 18, 2022 to touch base with the organization and your faculty lead to ask additional questions for a period of 30 minutes. Student teams will sign up for a time slot within this timeframe at orientation night.
  8. Take the time to reflect on the group process, collaborative leadership and team functioning, using the forms provided.
  9. Virtually present a potential solution to the partner organization need on Monday, March 28, 2022, 5:00pm via Zoom. Student groups will have 10 minutes to pitch their ideas and organizations as well as 5 minutes to showcase their Collaborative Leadership throughout the process. An additional 5 minutes is scheduled for the organization to ask questions of the student team.



Upon successful completion, each student will receive 2 IPE elective recognition and a certificate recognizing completion issued by the Centre for Advancing Collaborative Healthcare & Education (CACHE), University of Toronto.

Recognition of successful completion will require:

  1. Completion of the student team reflection on team process;
  2. Signing off on contribution of each group members;
  3. Presentation to the partner organization;
  4. A Passing Grade on the final project, including evidence of meeting the appropriate time expectations.


Final Presentation: Monday, March 28, 2022, 5:00pm

  1. Students will email their presentation and any additional materials to
  2. Students will have 10 minutes to present their pitch to the partner organization as well as 5 minutes to showcase their Collaborative Leadership throughout the process. An additional 5 minutes is scheduled for the organization to ask questions of the student team.
  3. The organization and faculty lead will have 5 minutes to provide written feedback to each team based on the rubric provided.
  4. Students will provide supplementary materials to the partner organization.

It is not the expectation that students work with the organization upon completion of the project, although some may choose to do so.


Project Contact Information

If you have any questions contact:

Faculty Lead, Curriculum and Scholarship: Sylvia Langlois,

SIP Program Manager: Sabrina Bartlett,

SIP Program Coordinator: Gregory Collins,