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 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…

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…

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…

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…

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…

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…