The value of interprofessional education (IPE) and interprofessional collaborative practice (IPCP) is well documented for health care professionals and settings. The World Health Organization's definition of IPE has been universally adopted and is a foundation in the development of the core competencies for IPCP (Interprofessional Education Collaborative, ). Recent years have evidenced an increase in the number of health care disciplines required by accrediting bodies or encouraged by professional associations to include IPE and IPCP in their curriculum. A goal for preprofessional preparation programs involved in the delivery of IPE and IPCP is to prepare students to enter the workforce with specific knowledge of health care content and skills developed to enable effective transitions to actual work settings. These experiences are made meaningful by intentional interactions of patient-centered care.

A model for IPCP is discussed for students in preprofessional programs for speech-language pathology and dietetics and nutrition. The components of the model include didactic training, guided instruction, experiential learning, reflective learning, and cross-discipline learning within a collaborative clinical placement. The incidental student learning experiences fostered IPE and IPCP in a model that can be replicated. Future directions for interprofessional clinical placements are discussed.