A goal for interprofessional practice and education curricula is to deliberately design and sequence a series of classroom, simulation and experiential/clinical learning activities integrated into existing professional curricula and extracurricular offerings. This design, spanning the length of professional programs, creates opportunities for learning formats appropriate to the level of learners, competency mastery, and outcomes along the continuum of the Kirkpatrick model. Presenters in the…

Online, virtual, simulation and technology facilitated interprofessional learning are increasingly being used in interprofessional education to transcend time and space and other well-known barriers of interprofessional work. The COVID-19 pandemic has accelerated the use and research of teaching and learning strategies for achieving interprofessional competence among health professions students and professionals. The Online, Virtual, Simulation and Technology Facilitated Interprofessional…

Taken together the presenters of the 10 lightning talks in the Interprofessional Simulation Track will offer a wide variety of practical techniques and lessons learned in interprofessional simulation, including converting from face-to-face to online.  A wide variety of simulation formats and techniques will be featured, including working with EHR data to create interprofessional simulation, virtual interprofessional team simulations and best practices from 2020-2021, using simulations to…

Presenters in the Faculty/Preceptor Development to Facilitate Interprofessional Learning Track at the Nexus Summit 2021 showcase faculty and preceptor development programs to support clinician-educators to teach, facilitate, evaluate, and disseminate interprofessional (IP) collaboration in the classroom and clinical practice settings. Speakers in this track demonstrate strategies to develop these skills and to support career development for those invested in the field of interprofessional…

A variety of assessment and evaluation approaches and methodologies to assess and measure interprofessional competencies and health outcomes are discussed in the 4 professional posters, 11 lightning talks, and 4 seminars in the Assessment, Evaluation, and Big Data Track.  In addition, an introduction to informatics and big data approaches including the National Center IPE Core Data Set and Knowledge Generation will be included.   Learning Objectives: Describe the intended purpose and real-…

The National Center is committed to the Nexus of interprofessional practice and education (Earnest and Brandt, 2014), defined as redesigning both education and healthcare delivery simultaneously to be better integrated and more interprofessional for improved Quadruple Aim outcomes. NexusIPETM happens most effectively within the workplace and may include learners from across the continuum through and including continuing professional development of practicing health teams. Interprofessional…

Since 2018, the National Center has included “super” patients and patient advocates who have substantial experience with the United States healthcare system because of hereditary and chronic diseases in their own lives or in the lives of loved ones. Through their intense and long-term experiences as recipients of “care”, they are keen observers of what works and doesn’t work, how they have been engaged and respected (or not), whether their care is coordinated, and if their health professionals…

What does it mean to be an interprofessional leader?  The National Center challenges each of us to explore the answer to this question from multiple and diverse viewpoints in the Leadership and Mentorship: Innovations in Interprofessional Learning in Practice and/or Education Track at the Nexus Summit 2021 – and to use our dialogue to generate actionable ideas to prepare effective interprofessional leaders and mentors to accelerate the growth and impacts of interprofessional practice,…

An overarching goal of social science is to make the familiar strange – to expose what we often take for granted.  Utilizing established theories, concepts, and constructs as maps, and particular quantitative and qualitative methodologies as a compass, social scientists (sociologists, psychologists, educators, economists, anthropologists) shed valuable light on not only the if and the what, but more importantly the why and the how of the social world around us. This Track consists of 3…

“Build it while we fly it” was a phrase heard repeatedly as health professions educators scrambled to respond in a meaningful way to the COVID-19 pandemic.  In the new landscape of remote work and online communication, collaboration had to be redefined to meet accreditation requirements and provide students with robust team-based experiences.  Rapid innovations were developed and multiple approaches were taken for interprofessional education, but what did we build and does it fly?…

Track Leaders:  Faculty: Diane Bridges, Erica Chou, Teresa Cochran, Heather Miselis, and Maura Nitka, Students: Nikki Barrington, Evon Mikulecky, Mary Claire Potter, and Kyle Warkentin.   The American Interprofessional Health Collaborative Student Engagement Committee is the host for the Nexus Summit Student-Led and Engaged Track that features a variety of sessions showcasing the role of students in interprofessional activities, courses and experiential learning in community and practice…

While inherent biomedical differences exist among varying groups, many factors such as education, the built environment, health and healthcare, economic stability, social and community context, and individual and systemic biases make significant contributions to patient and population health.  These factors can undermine health equity for patients and populations and among a diverse health and healthcare workforce.  This leads to health disparities, or the systematic differences in the health…