Wellness coaching is a rapidly growing industry that is becoming more recognized in the health professions. Patients are increasingly interested in a holistic approach to care; wellness coaching meets those expectations by delivering care through a comprehensive approach that encompasses physical, mental, spiritual, emotional, social, and environmental considerations. Although health and wellness promotion are important topics in the health professions, professional certification in coaching is…

IntroductionThe use of interprofessional education (IPE) to drive collaborative practice (CP) is an area of evolving focus, with recent work turning to leadership skills as an imperative force to meet the Quadruple Aim goals. While leadership practices have been called out as one small part of interprofessional competence to optimize teams and teamwork, there is currently no nationally accepted set of leadership behaviors that can be taught across all health care programs. For this to happen,…

Transitioning from a grassroots team of interprofessional champions to a comprehensive program of interprofessional education, research, and service during an international pandemic, we were challenged with developing a logic model to bring order to our rapidly evolving interprofessional education (IPE) program. A logic model provides a visual map showing the relationships among resources, activities, outputs, outcomes and impact for a program (CDC, 2018). At the University of Oklahoma Health…

The University of Texas Medical Branch has worked to integrate interprofessional education into our curricula across health professions student early learners. Through our strategic planning process , we identified the approach called T.E.A.M.S. (Team–Based Care & Interprofessional Education, Engagement with Stakeholders, Advanced Simulation–Based Education, Modern Technology & Innovation, Sustainability). We have applied these strategies in development of our core IPE curriculum. This…

Digital badging allows students and faculty to showcase their interprofessional skills on social media, CVs, and professional networks. These electronic symbols are micro-credentials to document IPEP achievement and mastered skills. The University of Texas Medical Branch (UTMB) initiated interprofessional digital badges to promote, reward, and track interprofessional involvement. The system is directly linked to our institution's IPEP core curriculum and IPEP registry that serves as a…

Embedded within UNC’s Office of Interprofessional Education and Practice, Relational Leadership at Carolina is an interprofessional, cross-generational learning community focused on building skills to support “an inclusive mindset and community” to thrive through authentic connection. Relational Leadership at Carolina was founded in 2018 and launched its first pilot program in Spring 2019. Participants are introduced to the skills of Relational Leadership through the Relational Leadership…

Establishing robust interprofessional education programs requires work on institution culture, policy, logistics, and finance across a wide range of stakeholders. In 2019, Duke Health opened the Interprofessional Education and Care (IPEC) Center to promote interprofessional teamwork across campus. The IPEC Director looked to the leader of the Duke Academy for Health Professions Education and Academic Development (AHEAD), an organization founded in 2014 focused on faculty development, for “…

The Maralynne D. Mitcham Interprofessional Fellowship (Fellowship), supported by the Office of Interprofessional Initiatives at the Medical University of South Carolina (MUSC), was established in 2012 and honors Dr. Mitcham’s innovative work with interprofessional (IP) education and faculty mentoring. The Fellowship’s purpose is to prepare faculty, clinicians, and staff to successfully assume new roles in IP collaborative practice, education, research, and/or administration and to enrich…

Estimates indicate over 95% of children in the United States regularly visit a pediatric provider and primary care is the only health care system attended by the vast majority of children before school enrollment. Approximately 40% of outpatient pediatric visits involve a mental or behavioral health concern. However, pediatric providers often lack training and confidence to diagnose and treat children’s mental health. Meanwhile, a critical shortage of child psychiatrists has existed for decades…

Since the advent of the HITECH Act (2009), there has been exponential growth of the electronic health record (EHR). While advances in clinical decision support and limited interoperability have been made, limitations in EHR functionality still exist for clinicians. This is particularly evident for healthcare teams. EHR platforms were designed for individual end-users and lack functionality for active teaming in the clinical arena. Better EHR technology infrastructure is needed to optimize team-…

Basic scientists conducting biomedical research are generally not provided the skills or experiences needed to engage in meaningful patient engagement and effective community collaboration. The University of Kansas Cancer Center’s (KUCC) Community Outreach and Engagement program developed an innovative strengths-based training model, Patient and Investigator Voices Organizing Together (PIVOT) Across the Translational Research Continuum, pairing basic scientists with research-trained cancer…

Inclusion of imaging students in a meaningful interprofessional education experience on the UAMS campus has been a challenge since the curriculum’s inception in 2015. Representation of sonography students exists within the curriculum, but often times imaging students struggle to feel like an essential component of the health care team.At UAMS we have the 12th Street Health and Wellness Center (12th Street HWC), a student-run, interprofessional, free clinic where students from all five colleges…

Texas A&M Health’s Disaster Day is the nation’s largest student-led interprofessional emergency response simulation. Since 2008, the annual event has grown to 800 students in medicine, nursing, pharmacy, public health, psychology, athletic training, veterinary medicine, and the Corp of Cadets. Traditionally conducted at a world-class training facility for emergency responders, interprofessional student teams work to rescue survivors, manage communications/logistics, solve public health…

California Baptist University’s (CBU) health profession programs recognize the international call for integration of interprofessional education competencies to prepare students for collaborative practice. One proposed approach to improving health professionals’ abilities to work effectively in teams is to integrate the required Interprofessional Education Collaborative Competencies (IPEC) within graduate healthcare related programs. One identified method of working in teams is a large-scale…

Every January since 2006 at the Medical University of South Carolina (MUSC), first and second-year students come together to participate in an annual event called Interprofessional Day, designed to further develop a culture of collaborative teamwork and improve patient care and safety. Typically, students break into 70 - 80 pre-assigned interprofessional student groups that meet in locations across campus. Faculty and staff volunteers work with students to facilitate specific activities. In…

This session focuses on an ongoing effort to proactively embed sustainable interprofessional telehealth education opportunities into existing health professions' curricula. The use of telehealth – the delivery of health care services using electronic audiovisual technology – has grown significantly, particularly since the Covid-19 pandemic required changes in healthcare delivery. Telehealth was used as a coping strategy during the pandemic; however, it offers the potential for high-quality,…

Amyotrophic lateral sclerosis (ALS) is a devastating disease with no cure. An interdisciplinary care model is the treatment standard for patients with ALS (PALS). An interprofessional ALS clinic provides PALS and their families with evidence-based care that focuses on improved quality of life and optimization of medical services. This lightening talk will highlight how an interprofessional group of providers serving in an out-patient ALS clinic shifted their practice during the COVID-19…

The COVID-19 pandemic led health systems to increasingly rely on telehealth for patient care. Despite rapidly changing clinical and regulatory environments, most healthcare providers and students were not equipped with formal training in telehealth-specific skills. With support from the American Medical Association, we convened an interprofessional team of clinicians and student leaders from UNC-Chapel Hill and Duke to develop a virtual interprofessional telehealth curriculum. The curriculum…

Effective interprofessional education (IPE) is an opportunity to connect education to new models of healthcare. Increasing the scope of practice of medicine/dentistry, while increasing interactions, are proposed strategies to improve patients’ access and quality of care. In this Lightning Talk, we will describe the longitudinal expansion of preclinical IPE spanning the classroom/clinical learning environment in the clinical skills course and discuss the results from the first year of this…

To effectively support and optimize interprofessional practice and education, interprofessional faculty and clinical providers need to be purposeful in both the design of the curriculum and clinical learning environment. Design should be longitudinal, rooted in IPEC competencies, inclusive to all disciplines participating and centered on the needs of those served in the clinical environment. Boston University Community Health Alliance of Medical Professionals (BU CHAMPs) was created with…

The presentation describes the process and outcomes from a 5-year review of the Indiana University Interprofessional Practice and Education Center and focuses on the transformative changes that occurred in the Center’s work as a result. The evaluation goals were to assess the existing university-wide foundational IPE curriculum to determine if student and faculty outcomes were being met and assess the effectiveness of the Center’s current organizational structure. The evaluation was conducted…

Learning disruptions are increasingly common in higher education. From the COVID-19 pandemic emerged enduring lessons about how to effectively utilize technology to facilitate interprofessional (IP) learning and support mastery of the Interprofessional Education Collaborative (IPEC) core competencies. Instructional delivery changes necessitated by the pandemic required a team of Binghamton University IP faculty to adapt an in-person poverty simulation for nursing, pharmacy, public health, and…

DescriptionA vital component of delivering collaborative interprofessional care is understanding each profession's roles and expertise. A total of 119 students from physical therapy, pharmacy, and nursing programs participated in a 3-day hybrid interprofessional (IPE) event, where students virtually trained each other to screen community members in-person for osteoporosis/fall risk. The value of this IPE was it advanced the educational experience beyond traditional learning by allowing students…

The 7th Annual IPE Day 2021 at Nova Southeastern University (NSU) involved all eight campuses, including, Puerto Rico, and just under 2,000 students from over twenty healthcare professions. This lightning talk will showcase innovative technology-driven interprofessional learning, using the online setting due to COVID, to deliver virtual simulations to facilitate IPE. The interprofessional planning team of twelve staff and faculty from multiple professions ensured that in the virtual setting,…

Just prior to the COVID-19 pandemic, faculty and students at Pennsylvania State university had begun piloting an Interprofessional Teaching Clinic (IPTC) Consult Service. On account of the pandemic, the IPTC abruptly transitioned from in-person encounters to operating remotely using a telehealth model. Patients “seen” at the IPTC are referred by their primary care physicians (PCP) due to belief that these patients would benefit from an interprofessional consultation. As with in-person visits,…

Simulation and standardized patients (SPs) provide valuable opportunities to improve interprofessional collaboration skills by allowing trainees to engage in authentic clinical settings, tasks, and roles. Since 2009, UCSF has conducted an annual Interprofessional Standardized Patient Exercise (ISPE). Each year, more than 500 learners from seven health professional schools (Chaplaincy, Dentistry, Dietetics, Nursing, Medicine, Pharmacy, and Physical Therapy) work in teams to evaluate a SP with…

The Interprofessional Education Collaborative defines four competency domains as essential to interprofessional education (IPE). However, there is no consistent model for IPE curriculum development across health professions programs, and many learning opportunities are independent, siloed experiences offering little continuity from one experience to the next. Additionally, programs are challenged to provide authentic learning experiences that reflect both clinical and community health settings…

More than two-thirds of the lives lost each year are because of five non-communicable chronic diseases (NCDs): cancer, heart disease, stroke, chronic obstructive pulmonary disease, and diabetes. Presently, 90% of national health care spending is related to NCD management. Modifiable risk factors of physical inactivity, tobacco use, excess alcohol consumption, poor diet, and psychosocial factors contribute strongly to NCD development. The primary modality addressing these risk factors is…

The four-year interprofessional education (IPE) curriculum at the University of Missouri Kansas City (UMKC) Health Professions programs for the Schools of Dentistry, Medicine, Nursing and Pharmacy will be described. Our innovative curriculum incorporates case- and team-based learning, simulation and includes over 500 learners each year from eight professional programs. Students are assigned to interprofessional teams at the beginning of the curriculum and remain on this team for subsequent…

Learning Objectives 1. Highlight the importance and the impacts of IPE Badges and Path of Distinction on developing collaborative practice-ready future practitioners. 2. Explore a framework for creating requirements for an IPE Path of Distinction that works across different health science programs. According to the World Health Organization (2010), students in health/social professional programs are required to be collaborative practice-ready at the time of graduation as they are required to…

Medical school accrediting bodies require longitudinal Interprofessional education. However, during the clinical years it may be assumed that interactions with other professions on the floors provide rising physicians and other health professions trainees with sufficient exposure to team-based practice. The development of formal clinical education curriculum tailored to individual sites supports all trainees in learning with, from and about each other and builds the foundation for better long…

Interprofessional education (IPE) has been the focus of increasing attention in recent years (Tunstall-Pedoe et al., 2003). The challenge that often impairs institutions from establishing a curricular trajectory from the undergraduate level to the graduate, is institutional curriculum development occurs in isolation and best practices in this bridge from undergraduate to graduate level education has yet to be established. Further clarity is needed to outline best practice in curricular design…

The need for flexible learning opportunities has come to the forefront of interprofessional education (IPE) through restrictions posed by the COVID-19 pandemic. In this session, we discuss the what, why, and how of designing, implementing, and evaluating 3D virtual world (3-DVW) simulations. The session will present an innovative IPE learning experience that teaches students in the health professions to work in teams to provide care for persons with Alzheimer’s disease (AD) and their caregivers…

The COVID-19 pandemic disrupted nearly every component of health professions education including professional development opportunities for interprofessional educators. In this session, participants can learn how faculty and staff at one academic medical center maintained existing programming and created new professional development opportunities for educators in virtual formats. Professional development opportunities included a monthly education grand rounds, two 12 month-long teaching…

The education of future health professionals has largely focused on their ability to function competently within their country’s health system and practice at the height of their abilities in collaboration with professionals from other fields. However, the current COVID-19 pandemic has heightened our awareness of global health concerns, the interconnectedness of countries, and the importance of interprofessional collaboration internationally. Global health interprofessional education has become…

The COVID-19 pandemic has exacerbated health disparities in certain populations, specifically where there are barriers created by technology or increased risk of exposure to the virus. Health inequity is most evident in the geriatric population where a combination of chronic disease, an inability to quickly assimilate the nuances of telemedicine, and social isolation have created measurable declines in functional status in many older patients.Four health universities in the Houston area saw…

Over the past 10 years, health care training programs have been working together to create and implement robust interprofessional education opportunities to meet accreditation requirements and prepare the next generation of team-based learners for collaborative practice. A few states have developed statewide consortiums to join forces in this effort. Geographical distance has limited multi-institution IPE events, decreasing student involvement and the overall impact of statewide collaborative…

The interprofessional team immersion (IPTI) is a longitudinal, curricular program that provides interactive and cross-professional learning experiences. Learning objectives are aligned with behaviors identified in the core competencies for interprofessional collaborative practice and aim to increase students' understanding of each other's roles and responsibilities, apply teamwork principles and refine communication skills for person-centered care. The in-person IPTI instructional format…

In this lightning talk, presenters will describe an innovative, meta-teaching approach for training faculty to provide team-based learning experiences to interprofessional groups of health professions students. Faculty development programs have been found to positively change attitudes toward teaching and to facilitate the development of knowledge and skills in teaching methods according to medical educator participant reports (Steinert et al., 2006). However, to date, there are no established…

Interprofessional education is a mutually beneficial dynamic, benefiting both the learner and the individual facilitating the learning opportunity. Facilitating an interprofessional (IP) program allows the facilitator the opportunity to reflect on how they can improve teaching team-based delivery of care, model their teaching to their practice, improve communication, and discover avenues for personal growth. In 2014 the University of Kansas Medical Center began a required three-level…

Health professions educators can benefit from continuing education to effectively facilitate interprofessional education (IPE) in clinical settings. Virtual learning formats enable broader participation and overcome barriers to in-person events, but little data exists on the most effective platforms and methods of virtual continuing education for this purpose. We developed a 6-week interactive online program implemented in an integrated virtual learning platform (VLP) to equip participants with…

Programs, courses, and interventions aimed at advancing interprofessionalism among students, faculty, and/or practitioners has consistently focused on models of differentiation - spotlighting what each individual profession uniquely brings to the table. Although this approach has advanced the field and scope of practice to some extent, recent arguments suggest that highlighting commonalities and shared identities among professionals and students may actually encourage a more through and…

Humility, in the general sense, involves an accurate assessment of one’s abilities, achievements, as well as gaps in knowledge and limitations, and an acceptance that one is but a part of a vast universe. We argue that healthcare has a humility problem. Not only is there an occupational status hierarchy deeply embedded within healthcare delivery severely hindering interprofessional team-based care, but there is a persistent debilitating socio-emotional distance between healthcare providers and…

Health care professionals are under incredible stress—increasing clinical loads, decreasing budgets, transformational changes in care delivery, and more. Burnout rates were drawing national attention even before the COVID-19 Pandemic began and have enhanced those concerns ever since. Self-awareness, reflection, and expression of health care professional stress is critical. The humanities offer the opportunity for artistic expression of the deep meaning in our work, a broader exploration of the…

This Lightning Talk will highlight a university-wide series of online interprofessional education (IPE) modules completed synchronously without direct involvement of faculty facilitators. 977 first-year students representing 26 educational programs participated in interprofessional groups of 3-4 in a self-directed manner using just learner guides. Multiple modalities facilitated engagement, including interprofessional socialization exercises, mini-lectures augmented with video vignettes, and…

This presentation addresses the selected theme 'Innovations in Interprofessional Learning in Education' and subtheme 'Online, Virtual and Technology Facilitated Interprofessional Learning' as the Virtual Interprofessional education (VIPE) program is an innovative multi-institutional collaboratively designed and subsequently facilitated online and virtual interprofessional education learning program led by an interprofessional group of faculty. The Virtual Interprofessional Education (VIPE)…

With increasing attention on addressing the national opioid crisis, new legislation and guidelines have been enacted concerning the prescribing and management of analgesic (i.e., pain) medications. Non-opioid regimens are recommended for postoperative dental surgery pain. However, many new dental graduates have insufficient standardized experiences in selecting postoperative pain management after dental procedures. At the University of Texas Health Science Center at San Antonio (UT Health San…

Preparing students to be collaboration-ready to improve community health outcomes requires a network of community partners built on mutual trust, effective logistical coordination, and meaningful teaching and learning activities. At St. Louis University, the interprofessional community practicum course pairs teams of undergraduate students from different health professions with local non-profit organizations who serve under-resourced communities. Each semester, student teams plan, implement,…

• Interprofessional education experiences are essential to transition the IPEC competencies from classroom-based knowledge to actual patient care. Active learning opportunities offer an important progression in the development of health care professionals by allowing them to practice the IPEC competencies. Fully integrated interprofessional teamwork requires service delivery by the person most qualified to provide the needed care. This expectation raises underdiscussed issues regarding scope of…

The faculty, staff, and health profession students conducted an interprofessional wellness fair aiming to promote health and provide opportunities for interprofessional collaboration. The disciplines of nursing, nutrition, occupational therapy, respiratory therapy, and kinesiology practiced the competencies of the Interprofessional Education Collaborative (IPEC) and TeamSTEPPS® through training and implementation at the interprofessional wellness fair. The interprofessional team of faculty and…

The U.S. Food and Drug Administration provided emergency use authorization for the first COVID-19 vaccine in December 2020 causing healthcare systems to rapidly develop vaccine distribution models. This talk will discuss how, with faculty leadership, interprofessional students across four health science colleges staffed an academic affiliated hospital’s vaccine clinics to provide over 100,000 vaccinations in five months. Faculty and students from the schools of nursing and pharmacy have…

During the COVID-19 pandemic, vaccinating the population against the coronavirus has become a primary focus of public health practice. Institutions of higher learning, especially those with an emphasis on health professions education, are uniquely positioned to partner with government and healthcare leaders to work toward a common goal: to vaccinate efficiently and safely as many individuals as possible. In Spring 2021, Creighton University, a Catholic, Jesuit institution partnered with both…

This academic year, Florida Atlantic University’s Office of Interprofessional Education and Practice, with their Colleges of Medicine, Nursing, and School of Social Work, and Palm Beach Atlantic University’s School of Pharmacy successfully launched interprofessional videoconferencing sessions with local older adult mentors in a program to promote healthy aging. This program is unique in that it allows the assigned older adult mentor, called a Senior Aging Geriatric Educator (SAGE), to educate…

Communication challenges including microaggressions occur frequently in healthcare among team members and even from patients. These events impact not only the targeted individual but also the team and may affect the quality and safety of patient care. Bystanders who witness these incidences are often uncertain how to respond. The purpose of this lightning talk is to discuss the design, implementation, and evaluation of an interprofessional activity designed to engage interprofessional students…

An interprofessional team of faculty, staff and students created a longitudinal exercise entitled, “Personal and Collective Responsibility for Health Equity: Anti-Racism in Action” involving second year learners from seven Ohio State health sciences colleges. Learning objectives included the following: three IPEC sub-competencies (Values and Ethics, Interprofessional Communication, and Roles and Responsibilities) and two objectives differentiating types of racism and identifying impacts of…

The Duke Outpatient Clinic is an internal medicine resident-lead, community-based practice which serves a medically complex patient population, many of whom are un- or underinsured. Due to the volume of patients with diabetes not meeting glycemic goals, an interprofessional, diabetes-focused team was formed to address this need. The multidisciplinary team consists of a precepting physician, clinical pharmacist and learners, advanced practice providers, licensed clinical social workers (LCSW), a…

Societal focus on personal responsibility for obesity has been shown to contribute to negative attitudes about people with obesity among healthcare providers and internalized weight bias among patients. Consequences of weight stigma include social isolation, stress, negative health behaviors and less frequent medical care. An interprofessional approach is needed to address the complexity of obesity in a way that decreases stigma and promotes physical and emotional wellbeing. The Boston…

In 2020, with the pandemic straining healthcare systems and opioid overdoses at an all-time high, a voice rose from within the Duluth community. There was an established foundation of treatment for patients with opioid use disorder (OUD) within primary care, but local health systems lacked pathways from their emergency departments to the complete support resources available within the community. In response, the Duluth-area OUD Collaborative was formed to address the quadruple aim of improving…

Background Remote Area Medical® (RAM) is a non-profit providing free healthcare services to underserved areas, including rural Appalachia. RAM has collaborated with ETSU to provide patient services and learning opportunities for student volunteers at an annual clinic. Student teams consisted of undergraduate and graduate students with backgrounds in medicine, nursing, pharmacy, speech pathology, and others. The impact on students' attitudes through participation at the event has been followed…

Training future health care professionals to provide just and equitable services for their patients is an important, but small step towards achieving health equity. The Robert Wood Johnson Foundation and researchers at the University of Madison Wisconsin have found that 50% of population health outcomes relate to social and environmental determinants (www.countyhealthrankings.org) which health providers have little control over. Additionally, these social and environmental factors have a large…

Addressing the Social Determinants of Health (SDOH) has been shown to improve patient outcomes while decreasing healthcare costs, both of which contribute to WHO’s Quadruple Aim. Interprofessional education (IPE) is a critical component in the learning process for healthcare professionals to be prepared to address clients’ unmet SDOH needs. The purpose of our project is to evaluate the effectiveness of using novel instructional methodologies to thread the SDOH domains and IPEC competencies…

Team based care is the hallmark of the National Committee for Quality Assurance’s recommendation for patient centered medical homes, which inspires quality, cultivates patient engagement, and improves costs. While the Agency for Healthcare Research and Quality suggests that team training improves patient care and safety, training often continues to be largely inadequate. The challenge then is how to create opportunities for “teamness” or “collaborative competence” (Earnest, 2016) to occur and…

Introduction: The COVID-19 pandemic highlighted the need for the development of clinical learning experiences using online virtual formats. This talk will describe 10 interprofessional videos that were developed with a focus on specific core competencies for interprofessional collaborative practice and specific clinical scenarios to be used in clinical learning settings. We will address the theme "Innovations in Interprofessional Learning: Practice and Education", with a focus on the subtheme "…

o The purpose of this presentation is to share an innovative modifiable educational method developed for interprofessional learning applicable to healthcare students and healthcare professionals alike. This method of education incorporates simulation and technology and can be used for both live and synchronous distance accessible education. To address an identified learning need while also incorporating interprofessional education for healthcare students an educational platform was developed to…

Each year, over 1000 students from multiple professions undergo Team Safety and Fearlessness Education (TeamSAFE) training through Jefferson Center for Interprofessional Practice and Education. Based on TeamSTEPPS, TeamSAFE focuses on teaching and practicing interprofessional teamwork skills with the goal of addressing the quadruple aim: improved patient safety, improved patient and provider experience, and subsequently, reduced costs. Because of the global pandemic, these previously live…

Interprofessional education (IPE) experiences prepare students to translate their professional knowledge into efficient, patient-centered teamwork. The intent is for newly graduated students to transition smoothly onto interprofessional workplace teams. Unfortunately, the transition of IPP teaming preparation from the classroom to the clinic does not always happen as smoothly as anticipated. While students feel prepared to join and participate on existing teams, they feel unprepared for how to…

The Interprofessional Identity Program (IPIP) was created to provide a longitudinal setting for nursing and medical students to learn about each other and consider their professional identities as members of interprofessional health care teams. The curriculum was predominantly student led and presented virtually, and considered the aspects of teamwork, resilience, critical consciousness, and workplace culture. IPIP included four sessions held via Zoom between January and April 2021. Materials…

Each year, the Graduate College at the University of Oklahoma Health Sciences Center (OUHSC) hosts the Graduate Research Education and Technology (GREAT) Symposium, which provides graduate students and postdoctoral trainees the opportunity to present individual research and engage with the campus community. In addition to the traditional oral and poster presentations, the 2021 GREAT Symposium was expanded to include an all new team presentation event, the GREAT Debate. Two teams comprised of…

As interprofessional education shifted to virtual platforms this past year, challenges of engaging students and encouraging cross-role collaboration arose. Student input was sought out to guide the development of an activity that would serve as the cumulation of a four-session interprofessional education core thread. Adapting a model of faculty and student curriculum co-design, we created a timely problem-based learning activity that was relevant to all health professions: students would be…

Clear health communication is essential in the pursuit of the Quadruple Aim. When patients and caregivers understand instructions for navigating health systems and engaging in their care, experience is enriched and outcomes are improved. Conversely, lack of understanding can contribute to missed appointments, suboptimal self-care, and a host of sequelae including avoidable readmissions, declining health, and increased costs. Unfortunately, most adults lack proficient health literacy skills and…

Background: The ETSU HealthBridge is a community of interprofessional faculty and students who affirm the inherent worth of unhoused people experiencing homelessness by meeting them where they are, and by providing care with compassion, trust, and excellence whose vision is to bridge barriers so that health care reaches everyone in our community, especially those who are unsheltered. This group was intentionally formed as an interprofessional collective recognizing the twin needs for a team-…

Cultural competency is one of the main tenets of interprofessional education which is key to collaborative practice and cohesive health care service. Intrinsic to cultural competency and the broader concept of cultural safety is the recognition that cultural differences are not judged or defined by the dominant culture, an idea that is applicable to both culturally appropriate health care service and to multicultural and interprofessional education. With the globalization of the health care…

Rationale/Background: To increase access to and quality of care for homeless veterans, a structure including Interprofessional Collaboration (IPC) regional teams (Social Work, Nursing, Psychology) and Housing Resource Groups (HRGs) was developed to provide coordinated assistance in the communities where veterans reside.Methods. 1) Evaluation of homeless veteran attendance. A measure of weekly HRGs attendance (2010-2015) was tabulated for veterans across three regions. The measure was…

Helping students to develop creative problem-solving skills and to work with other professions to come up with novel solutions is a key part of interprofessional collaboration (IPC). Innovation sprints are considered to be a novel pedagogy where small, diverse groups of students gather to find innovative solutions to problems within a given field. At the University at Buffalo Doctor of Pharmacy (PharmD) and Master of Public Health (MPH) students worked together to address the problem of…

It is vital that healthcare professionals work together in a concentrated effort to help patients achieve tobacco cessation. As such, it is essential that students in health professions programs learn appropriate communication and teamwork skills to be an effective member of patient care teams. This presentation will describe the development and implementation of an interactive, virtual escape room that reinforced important tobacco cessation concepts with pharmacy, dental, dental hygiene and…

In order to continue to deliver high quality interprofessional education during the COVID-19 pandemic, educational innovations including virtual simulations have been necessary. The Mock Trial interprofessional learning event is designed to give law students and medical, nursing, pharmacy, public health and other healthcare professions students exposure to a medical negligence trial and the opportunity to learn about, from and with each other as they collaborate as a jury to reach a verdict. To…

American healthcare is increasingly expensive and inefficient, making it ripe for innovation. Despite the interprofessional nature of healthcare, professional training in each field is mainly independent of other professions. Moreover, our current UTHealth curricula lack the opportunity for students from all six schools (medical, nursing, dentistry, biomedical science, biomedical informatics, and public health) to collaborate over an extended period. To bridge this gap, we created the…

The purpose of this lightning talk is to discuss the need for academic-practice partnerships that support the education, training, and development of students, faculty, and healthcare workers in interprofessional education and practice (IPEP) opportunities. Presenters will discuss the collaborative vision among Area Health Education Centers (AHEC), the American Interprofessional Health Collaborative (AIHC), and the National Association for Interprofessional Health Mentorship, Education, and…

Innovations are needed to advance interprofessional education and bridge the nexus to clinical practice. Preparing our health profession learners as collaborative practice-ready providers will require use of advanced technologies, novel educational models for authentic, community-engaged learning, and self-directed asynchronous opportunities to reflect on interprofessional competency development. Learners will become more effective team members if given opportunities to be part of a team during…

During the 2020-2021 academic year, we offered a new interprofessional course, “Emergency Response Management”. The course was extremely popular: 160 students enrolled in the Fall and 100 in the Spring. As facilitators for the course, we developed numerous group activities that appeared to be relevant and what we hoped would be interesting, motivating, and fun. While students’ on-going evaluations of the activities were positive, it was concerning that the final evaluations highlighted students…

Two cases were developed based on lived experiences from a multicultural interprofessional faculty team. Students were assigned prereading on microaggressions, use of race correction in clinical algorithms, and racial bias in clinical measures. In a large group session, guidelines for respectful discussion were established. Next, 52 medical students and 88 nursing students were placed in mixed small groups in breakout rooms. The first case centered on microaggressions impacting a patient and a…

Background: Increasing evidence suggests that cross-disciplinary teamwork benefits patient care, reduces provider burden, improves clinical team performance, and is critical to the prevention of medical error (Mayo & Woolley, 2016). Health care teams can achieve more than any one profession can alone, yet they are often fraught with unacknowledged tensions impeding efficacy. Such tensions begin in health education where barriers to interprofessional collaborative learning (IPCL) are both…

Title: Feeling Safe is Fundamental People with multiple chronic conditions or a serious illness struggle to navigate the complex healthcare system. They often find themselves in the emergency room or being hospitalized for progression of their medical condition or for distressing symptoms. Many of these hospital admissions are avoidable if members are provided an extra layer of support. The Optum Advanced Illness Program provides an extra layer of support for our most vulnerable seniors.…

People living with dementia are vulnerable to inequitable care related to ageism and ableism. In the inpatient setting, these patients are at nutritional risk due to high rates of delirium, impaired communication, and dysphagia. Specialized team-based, interprofessional approaches to care can improve nutrition, but many providers and staff are not aware of these. In this talk, we will describe an interprofessional curriculum to address this.Our educational team includes an occupational…

The Fitzhugh Mullan Institute for Health Workforce Equity conducted an investigation to understand 1) how participating dental, medical, and nursing school leaders of the 2019 Social Mission Metrics Self-Assessment Survey view social mission, and 2) the effects of survey participation on institutional change. Social mission is defined as the contribution of a school in its mission, programs, and the performance of its graduates, faculty, and leadership in advancing health equity and addressing…

Achieving health equity demands a fundamental reexamination of the human experience. The humanities and arts offer a useful lens that reveals and informs blind spots in our understanding of health and health equity across diverse populations. The Health Humanities and Arts Research Collaborative (HHARC) at The University of Kansas (KU) is an innovative model connecting educational institutions with practice settings in co-created academic-community partnerships. Launched in the midst of the…

While simulation educators have been consulted and called upon to quickly transition in-person interprofessional education to the online environment, the burden on simulation educators and support staff is often overlooked. The charge to create distance healthcare simulation also creates faculty development needs, including: acceptance of abrupt change and the ability to adapt to online environments and technology. With new resources appearing in peer-reviewed literature, listservs, and social…

The pandemic highlighted the need for a team-based approach to address social determinants of health (SDOH) to improve health outcomes. Addressing upstream factors requires constructive dialogue with community stakeholders, an important skill that most health professions learners do not receive formal training on. Virtual simulations can be used to train learners to plan and execute interprofessional, team-based community interventions. Simulation design must target skills development and…

In healthcare communication, we often focus on the one-on-one relationships between patients and clinicians. Healthcare, however, is a team endeavor with many players and relationships. Clinical and social healthcare professionals learn their crafts in separate programs with sometimes very different training methods and philosophies. However, there is more overlap than differences when it comes to communication skills. At the University of Wisconsin-Madison, we created innovative learning…

Entry level occupational therapy (OT), occupational therapy assistant, and nursing students participated in two three-hour activities involving pre-simulation work, pre-briefing, simulation activities, and debriefing facilitated by OT and nursing faculty. Activities were developed by faculty to align with the INACSL Standards of Best Practice in Simulation. An electronic health record was utilized by students during their pre-simulation and post-debrief learning activities. Student outcomes…

The International Nursing Association for Clinical Simulation and Learning (INACSL) Standards of Best Practice in Simulation (2016) are foundational to optimize innovative interprofessional (IPE) simulation-based learning. These are often perceived to be nursing focused in application and have not been more broadly disseminated across various healthcare professional disciplines. The St. Catherine University Henrietta Schmoll School of Health (HSSH) represents 28 Nursing and Health Science…

The COVID-19 pandemic presented delays and cancellations of clinical and fieldwork experiences in practice settings. To ensure timely continuation of program progression for students, interprofessional simulations for entry level occupational therapy, occupational therapy assistant, and nursing students were developed to meet clinical and fieldwork requirements as outlined by ACOTE (2018) and ACEN (2020). Additionally, the INACSL Standards of Best Practice in Simulation were utilized in…

Background: Interprofessional education (IPE) research has primarily concentrated on classroom, service-learning, and simulated student learning outcomes. Less is known about how IPE impacts future practice and whether and how knowledge gained in controlled academic environments is positively and enduringly transferred to the workforce. Presentation: This lightning talk offers findings from a mixed-methods study aimed at understanding the transfer of IPE knowledge, attitudes, and skills from…

Introduction: Assessing the impact of interprofessional education (IPE) on health systems is needed. Objective: To assess the impact of IPE at the University of Kansas Medical Center (KUMC) on workforce recruitment, collaborative practice, and culture through a mixed-methods analysis of responses from graduating students, new alumni, residency program directors (RPDs), and employers.Methods: Voluntary participants included graduating health professions students, alumni, RPDs, and employers of…

The World Health Organization (WHO) states that interprofessional collaborative practice happens when multiple health workers from different professional backgrounds work together with patients, families, and communities to deliver the highest quality of care. There is increasing evidence that healthcare delivery through interprofessional practice (IPP) improves patient outcomes. Rosalind Franklin University of Medicine and Science (RFUMS) is a leader in the field of interprofessional education…

In response to the NEXUS 2020 retrospective pre-test discussion, a focused presentation will examine the benefits and limitations of the retrospective pre-test compared to the traditional pre-test post-test. As demonstrated in the body of literature, there is a potential overutilization of the traditional pre-post survey methodology that may be adding to the inconsistent findings of IPE efficacy. IPE researchers may not be aware of the alternate survey design options that may optimize research…

There are many reasons why assessment is critical to healthcare educators, but chief among them is how assessment drives growth and meaningful change in learners. Carefully designed measures and regular performance reflection are transformative for both learners and organizations. Most of the published IPE assessment tools take the form of surveys, which are efficient to deliver and analyze, but lack the benefits of qualitative and thematic findings from guided reflection with open-ended…

The University of New England and Rosalind Franklin University of Medical Sciences collaborated on a longitudinal co-curricular immersive telehealth experience via Zoom that ran from September 2020 through March 2021. Ten interprofessional (IP) student groups, comprised of 10 different professions took part in training sessions for motivational interviewing and telehealth before the simulation. Health professions faculty facilitated the interprofessional teams of students, representing 10…

Measurement tools in interprofessional education (IPE) are at their infancy. Establishing the effectiveness of IPE experiences is essential, and the current assessment measures may be subject to various types of bias. Innovations in the assessment of IPE activities should be a priority, including assessing the properties of existing widely used measures. Traditional pretest/posttest measures are believed to measure change as a result of an IPE experience by asking learners to identify knowledge…

Effective communication with patients and other health professionals is paramount. Unfortunately, today’s students remain under-trained in health literacy communication. The importance of health literacy, combined with increasing accreditation expectations for interprofessional communication, affords a rich opportunity for interprofessional education (IPE). As a critical skill, health literacy IPE also provides an opportunity to assess advanced learning outcomes.We developed an…

Polypharmacy is a dilemma seen predominantly in older adult patients and patients with chronic, complex illnesses, with complicated medication regimens prescribed by multiple providers. Preventing medication errors and adverse drug reactions are a priority for patient safety, and medication reconciliation is an important step which requires interprofessional communication to ensure that all medication-related information is accurately and appropriately transferred during care transitions. Using…

Interprofessional Advanced Cardiovascular Life Support (iACLS), a simulation-based certification program for medical, nursing, and pharmacy students, is a component of the longitudinal interprofessional education (IPE) curricula at the University of Pennsylvania’s Perelman School of Medicine and School of Nursing and University of the Sciences’ Philadelphia College of Pharmacy. ACLS is a team-based strategy to optimize survival in patients with life-threatening cardiac emergencies. Since…

Few healthcare caregivers receive formal training about end-of-life (EOL) communication skills. Given the growing population of patients with chronic and life-limiting illnesses, caregivers in all professions need to be comfortable at leading a difficult conversation. Historically, EOL conversations have been led by physicians. Other healthcare professionals including nurses and psychosocial providers bring a unique perspective to these conversations but are often excluded. Not only do these…

This Lightning Talk addresses the theme and subtheme of Interprofessional(IP) Education and Assessment through the presentation of the direct observation method, a powerful assessment technique for determining team skills performance. Direct observation has been extensively used in healthcare training to assess individual student procedural skills and more recently interpersonal communication. Patient-centered, collaborative care demands that all health professionals exhibit strong…

Despite common use in patient care, interprofessional practice is less utilized in health professions education (HPE) research. Using art, music, and other humanities disciplines coupled with academic disciplines in the sciences, interprofessional practice in HPE is an innovative means for exploring new avenues for investigating and presenting science data. Our lab’s research objectives draw on each profession’s expertise and creative problem-solving for addressing quality and safety in the…

It is important to assess the effectiveness of all interprofessional collaborative practice (IPCP) activities; however, current assessment measures pose considerable time burdens to participants and event logistics. Continual innovation in assessment needs to remain a priority for IPE programs. The Interprofessional Collaborative Competency Attainment Survey (ICCAS) is a frequently used assessment measure of perceived IPCP skill levels. This survey is administered after an interprofessional…