Course evaluations and program assessments are frequently used to gauge student progress and outcomes, with resulting data often reviewed by course faculty, program directors, and assessment personnel. While it is conventionally known that data inform change, the process can sometimes feel unclear to students and unsustainable to faculty and staff since time constraints are a known barrier for any project. While quantitative data from assessments can be automated to support rapid analyses, qualitative data from these same instruments (e.g., student perspectives found in open prompts) take more time to analyze, which can potentially delay changes or their time to analysis and implementation. Together, the interprofessional course structure offers an opportunity to align student training and applied research for iteratively improving education and curriculum improvement, while curating a set of collaborative processes for guiding ongoing work.