An Interprofessional Education Model for Early Childhood Therapy and Caregiver Support

The COVID-19 pandemic has underscored critical deficiencies and emerging opportunities within the healthcare sector, particularly highlighting the importance of concentrating on early childhood therapy and caregiver support via interprofessional education (IPE). This program development article describes the design, implementation, and iterative refinement of a twelve-week, university-based, community-focused IPE program that leverages the collective skills of health-discipline students. The initiative aimed to address the exacerbated developmental challenges faced by young children and the increased burdens on caregivers during the pandemic by implementing competencies recommended by the Interprofessional Education Collaborative (IPEC). Serving multiple student cohorts and families from underserved communities, the program is presented as a replicable process model rather than an outcome evaluation. It underscored the necessity of program flexibility in structure and function to adapt to evolving needs and highlighted the critical aspect of considering the program’s long-term sustainability. This article details the program’s conception, curricular architecture, staffing and recruitment structure, and the adaptations made across three successive cohorts. We reflect on three principal lessons: the significance of a robust curriculum and family engagement, the necessity of structural and functional flexibility, and the considerations required for long-term sustainability. Assessment instruments embedded in the program are described as program components; the analysis of participant outcome data is reserved for a separate, forthcoming evaluation report. These insights contribute to the discourse on enhancing healthcare education and delivery through interprofessional collaboration, especially in global health crises.