The intent of interprofessional education (IPE) is for health professions students to train together before beginning professional practice. Development of synergistic relationships between disciplines builds trust, promotes patient safety, and improves patient outcomes. Traditionally, nursing and respiratory therapy programs have their own clinical rotations and schedules; they are parallel to one another and do not intersect for learning opportunities. This is a barrier to immersion…

Interprofessional patient simulations enable students to learn with, from, and about each other while working together in a safe environment. Research indicates simulation experiences provide an opportunity for students to communicate effectively, apply professional roles, and increase their competency in patient care. Further, the ability to apply IPEC Core Competencies (CCs) in a simulated clinical setting prepares students for collaborative practice. Ultimately, the perspectives of students…

The COVID-19 pandemic has resulted in a rise in mental health crises in the United States. Essential, non-healthcare workers, who have been exposed to significant healthcare risks, and other work-related stressors, have been understudied despite their vulnerability and mental health needs. In response to this gap in research and the need to educate students to address this crisis, we are developing a simulation that can be used as a learning tool to help students better understand and…

In this lightening talk I will review an IPE event that we developed for nursing and pharmacy students. We hear routinely from students that they want organic opportunities to interact with students from other professions in real-world settings where they can work in realistic scenarios. We developed an IPE event that brings together students to practice working collaboratively to solve patients’ medication-related problems. Nursing students identified a patient from clinical and "consulted"…

The Student Health Outreach for Wellness (SHOW), an Arizona State University interprofessional student-led initiative, developed an interprofessional education and experiential-learning three-course series guided by the Guidance on Developing Quality Interprofessional Education for the Health Professions (National Center for Interprofessional Practice and Education & Health Professions Accreditors Collaborative, 2019). The courses, launched in 2019, aimed to progressively build knowledge,…

This lightning talk will address the issue of health system transformation from the lens of community engagement through the Indiana Area Health Education Centers (AHEC) Scholars program – a community focused interprofessional fellowship. We will describe the components, development, initial lessons learned, and preliminary outcomes of the AHEC Scholars approach to building interprofessionality among learners using community health projects.This presentation is designed to address the Nexus…

Incorporating scientific literature and evidenced-based recommendations into practice are requirements of all healthcare professionals. This is particularly important in the current ‘digital age’, when patients have easy access to health-related information and frequently conduct their own online searching. This often leads to patients coming to healthcare encounters with information or questions related to their issues of concern, and can include varying levels of reputable evidence related to…

Simulation is a component of health care education and has provided active learning experiences in a clinical laboratory setting for students for countless years. Utilizing simulators is an evidence-based teaching approach that is widely accepted and incorporated in health care education programs including nursing, advanced practice nursing, respiratory therapy, and athletic training programs. In the simulation laboratory, students experience the "next best thing" to a live patient-care setting…

The Interdisciplinary Educational Apartment Simulation or IDEAS was started in person as an IPE simulation focused on the IPEC competencies of teamwork, communication, and roles/ responsibilities through an in-person home health simulation. At the beginning of the COVID pandemic, we were forced to transition the simulation virtually through the use of a tele-presence robot in a standardized patient's home. Post- pandemic, we are still virtual and we aren't going back! The feedback and…

To effectively advance healthcare and patient outcomes, we must prepare graduates to effectively lead, collaborate, and function in interprofessional practices. Assessment of student learning and competency in interprofessional learning environments provides necessary data to support and demonstrate the impact of interprofessional learning in preparing collaborative practice ready graduates. Although interprofessional education (IPE) is an essential component to building effective…

Natural language processing (NLP), a branch of artificial intelligence (AI), provides a means for computers to explore written narrative. Widely adopted in a broad range of contexts, including education, it may offer efficient processes to examine qualitative based interprofessional education (IPE) outcomes. AI can be used to explore narrative at many different levels (individual, program, institution). We applied NLP at the programmatic level to explore and understand the narrative data…

Recent research within IPE has focused on developing a larger framework to standardize and guide future research and interventions. Within the separate health professions, development of professional identity is considered foundational within their education (Adams, 2006). It is theorized that in order to become a lifelong interprofessional collaborator, the student must also develop an interprofessional identity along with their professional identity (August et al., 2020; Khalili & Orchard…

Despite the increasing emphasis on interprofessional education (IPE) in curricula and the potential benefits for student learning, there appears to be a lack of evidence directing authentic and accurate assessment of student-learning outcomes and translation of assessment data into scores and grades. Given the increasing importance of reflection and simulation in IPE, the purpose of this systematic review was to identify, appraise, and synthesize published literature using reflection and…

The word ‘auxocardia,’ is defined as “enlargement of the heart, either by hypertrophy or dilation” (medicaldictionary.com). At Auxocardia Journal, we like to broaden that definition of heart expansion to also include, ‘the process of becoming a healthcare provider.’ Auxocardia Journal (auxocardia.com) was founded in 2020 as a collaborative, community space for learners in the health professions to share their reflections on the process of becoming a healthcare provider. Publishing biannually,…

No matter what role someone has in their field, they have their own unique lens and point of view. Presenters from Touchstone Mental Health will speak about their experience working with interns from an interprofessional background, when it comes to the exploration, identification, and recognition of their own lenses and the lenses of those with whom they interact.Attendees will learn about the stages of development of a student’s lens and the importance of understanding one’s own lens within…

Duke University Schools of Medicine and Nursing developed an interprofessional student clinical experience which brings together students and faculty from their professional programs including doctor of allopathy (MD), advanced bachelors of science in nursing (ABSN), nurse practitioner (NP), physician assistant (PA), physical therapy (PT) to provide collaborative care to patients seeking care in the Duke emergency department (ED). The IPE experience focuses on team-based, hands-on patient care…

Our Morehouse School of Medicine (MSM) team science process utilizes an approach to increase the rapid translation of research discoveries to improve the health of minority and underserved populations and disadvantaged communities. MSM works to achieve health equity through conducting Tx transformational translational research. Tx is the MSM description of our translational research continuum. Coined at Morehouse School of Medicine (MSM), Tx TM symbolizes an approach and scientific…

Eco-maps are graphical representations showing how systems are interconnected in an individual's life. Commonly used in individual and family counseling settings, we have extended the use of eco-maps to facilitate health professions students’ recognition of the social determinants of health (SDoH) and the impact of SDoH on individual and community health. This lightning talk will discuss this novel use of eco-maps in interprofessional education (IPE) to advance students’ understanding of the…

One post graduate transition-to-practice program for Advanced Practice Registered Nurses (APRNs) and Physician Assistants (PAs), also known as Advanced Practice Provider (APP) Fellowship, utilized a collaborative approach with local and system community leaders to enhance interprofessional training and improve health equity in rural and medically underserved areas through the use of mobile health clinics. In 2021, the program was awarded partial funding through a HRSA federal grant to improve…

The word “provider” is not OK to use anymore. What other words need to be removed from the lexicon of high-functioning teams? Creating a safe space is critical to the formation of high-functioning teams, and the lexicon of the team is an important element of creating this safe space. Each member of the care team brings with them their own profession’s culture and lexicon. Unfortunately, commonly used words and phrases unintentionally impair team functioning, because they may exclude or diminish…

A significant assumption is that providing learners with interprofessional education will lead to high-functioning collaborative teams in clinical practice. Models for "how to" ensure that IPE leads to collaborative practice have been sparse until now. Based on the experience of decades of integration of IPE into community family medicine practices, and using an inductive process, we developed the Loyola I-Transform-2Act Model. This model describes a three-step process for ensuring that IPE…

Since the onset of the COVID-19 pandemic, telemedicine has become a powerful tool in maintaining patient access to healthcare without the increased risks of an in-person visit. In order to prepare health care learners to this new type of patient encounter, an interprofessional educational opportunity was created using a model of an "IPE Huddle" and participation in a telemedicine based transitions of care clinic with focus on improved post-hospitalization outcomes. Teams of learners meet…

This multi-institutional project demonstrated how a structured approach to interprofessional collaboration and patient engagement can mitigate preventable harm and improve patient experience for patients with a surgical airway (tracheostomy). Care of such patients is high stakes and fraught with risk. Harm occurs in hospital settings and in the community because poor communication and fragmented care are pervasive. Poor coordination of care contributes to anxiety, frustrations, and…

Primary care is an outstanding clinical setting to orient students to interprofessional education and practice; however, it is frequently overlooked in favor of more popular acute care experiences. The purpose of this Lightning Talk is to describe the development of a flexible curriculum to prepare interprofessional teams of students for primary care practice. The design for the curriculum was based on a pilot program for embedding students from nursing, health coaching, community health, and…

Despite many positive benefits, electronic health records (EHRs) are a major source of stress and dissatisfaction for providers and team members. In our ongoing project to transform primary care, we sought to identify priorities for optimizing interprofessional primary care. The top-rated choices from team members all involved optimizing the EHR. We developed a multi-faceted approach to understand how the EHR could be optimized for improved teaming and efficiency. This approach included focus…

Duke University Schools of Medicine and Nursing developed an interprofessional student clinical experience which brings together students and faculty from their professional programs including doctor of allopathy (MD), advanced bachelors of science in nursing (ABSN), nurse practitioner (NP), physician assistant (PA), physical therapy (PT) to provide collaborative care to patients in the Duke emergency department (ED). The IPE experience focuses on team-based, hands-on patient care as well as…

To address gaps in clinical education between the University of Oklahoma Colleges of Medicine and Pharmacy, a novel curriculum was initiated with focus on the exploration of health inequity, community health, health literacy, and social determinants of health (SDoH). Interprofessional education and collaboration occurs with the goal of providing coordinated services to patients in a community-based practice setting through a student-run interprofessional Unity Clinic serving the uninsured of…

The opportunity for students to work with patients to address social determinants of health (SDOH) is pivotal to the learning of their professional roles and responsibilities and how to communicate and operate as part of a team. This presentation explores how an allied health program implemented intentional education with students on SDOH followed by opportunities to screen for SDOH with patients in a student-led clinic. Through the screening process, students identified patient needs and…

lnterprofessional education (lPE) allows future practitioners to effectively collaborate. lPE involves professions learning about, from, & with each other to deliver safe, patient-centered care. The lPEC (lPEC) competencies for healthcare improvement include teamwork/team-based practices, communication, values/ethics, and roles/responsibilities. A formalized curriculum such as Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS®), validated in decades of research…

The Addiction treatment Counts Interprofessional Training (ACE-IT) program was designed to address the substance use disorder (SUD) treatment gap by expanding Screening, Brief Intervention, Referral and Treatment (SBIRT) approach integration into the curriculum of four health professions’ programs. A goal is to increase the number of interprofessionally-trained collaborative clinicians prepared to deliver high quality SUD treatment within practice and community settings. Our lightning talk will…

Background: The pandemic required educators to adapt their teaching methodologies and learning environments at a moment’s notice.   At the University of Colorado’s Center for Interprofessional Practice & Education (CIPE) we adapted our team report out methods to accommodate asynchronous participation from long-distance learners around the world and those with conflicting clinical schedules locally.   Our challenge was how to include asynchronous learners in synchronous inter-team…

The BuckIPE curriculum is an integrated, longitudinal interprofessional (IP) curriculum for health professions programs at The Ohio State University, including the Colleges of Arts and Sciences, Dentistry, Medicine, Nursing, Optometry, Pharmacy, Public Health, Social Work, and Veterinary Medicine. The curriculum is purposefully designed to be progressive; students advance across three levels: foundation, immersion, and mastery. In the foundation level, students learn rationale, supporting…

Addressing social factors that impact healthcare outcomes is complicated. Recent emphasis on social determinants of health (SDoH) recognizes that our social structures and the conditions in which people live, work, play, and pray serve an important role in enhancing individual and community health outcomes. With the growing emphasis on SDoH within the context of interprofessional collaborative practice (IPCP), health professions students ought to gain an understanding of the SDoH and learn how…

Integrated health services are proposed as a strategy to manage and deliver care across various sectors throughout an individual’s lifespan (WHO, 2015). New models of care require different models of learning, as there are limitations in current healthcare providers’ abilities to support integrated health service delivery (Chehade et al., 2016). Interprofessional education (IPE) is recommended as a critical strategy in preparing the healthcare workforce for integrated service delivery models (…

Many organizations desire to begin to develop and implement structures and processes that will lead to an optimal interprofessional clinical learning environment (IP-CLE). A readiness tool that focuses on the ability for institutions/organizations to assess their current state of readiness and the structures and processes needed to achieve the optimal IP-CLE may be a useful tool for many. The National Collaborative for Improving the Clinical Learning Environment (NCICLE) describes a systematic…

Duke University Schools of Medicine and Nursing developed an interprofessional student clinical experience which brings together students and faculty from their professional programs including doctor of allopathy (MD), advanced bachelors of science in nursing (ABSN), nurse practitioner (NP), physician assistant (PA), physical therapy (PT) to provide collaborative care to patients in the Duke emergency department (ED). The IPE experience focuses on team-based, hands-on patient care as well as…

This lightning talk unpacks lessons learned from the development of a brand new, interprofessional learner-run curriculum committee. The talk begins with a brief task review - developing content to teach psychiatry residents key concepts of interprofessional leadership. Participants at this talk will learn about the chronology of committee membership and steps taken at multiple junctures to enrich the committee. This lightning talk concludes with a summary of committee successes and additional…

Interprofessional Education promotes teamwork and innovation across disciplines to transform the learning experiences across health-care professions. IPE practices were occurring at Jacksonville State University (JSU, Alabama) but were not operationalized to include IPECs core competencies. The last two years, we have developed an intentional plan to implement IPE across the University. With support from upper administration, we developed a strategic plan to integrate IPE at JSU, including…

Lifestyle Medicine (LM) infuses interventions within six pillars (whole-food/plant-predominant diet, physical activity, restorative sleep, stress management, avoidance of risky substances, positive social connection) to prevent, treat and reverse chronic disease. LM recognizes influence of social determinants of health and other socioecological factors on patient habits and health. LM requires interprofessional collaboration (IPC) to be effective and provides a foundation for IPE.85 upper-level…

Culinary medicine (CM) considers the missing implementation link between dietary choices and health outcomes. Principles address gaps in care by changing conversations regarding weight, diet, and exercise to help people understand and incorporate realistic changes into daily life. Medical providers demonstrate weight bias, negatively impacting quality of care and patient outcomes, to varying degrees. Bias contributes to underutilization of education for healthy eating concepts by defaulting to…

One of many challenges to developing collaborative interprofessional teams is the lack of a common language that diverse professional groups can effectively use to communicate. Care professionals also approach each patient/client case through the frameworks and specialized languages/narratives of their own disciplines, posing challenges to efficient and effective care. The Kawa (Japanese for River) Model was developed to mitigate problems and blind-spots that can occur when health professionals…

Description: This session will describe a year-long professional development program for experienced educators from multiple health professions and disciplines. This program provides both didactics on adult learning principles and practical instruction on curriculum development through a team-based project. Instructional methods for this virtual program included interactive presentations, small group discussion, mentoring, and project-driven activities. Instructional content includes a…

Interprofessional faculty peer mentoring fosters learning together in the nexus to address what matters most to advance and sustain interprofessional practice and education (IPE). Formal and informal programs utilizing faculty or expert patients as mentors exist for interprofessional students, residents, and fellows and intraprofessional pre-/post-doctoral students, early career faculty, and clinical and translational research learners. Few opportunities exist for health and health-related…

This lightning talk describes an innovative continuing education curriculum for health professionals to develop and apply the IPEC competencies in their roles as providers and preceptors within interprofessional clinical learning environments. Preceptors create powerful influences on their learners via modeling and the hidden curriculum (Bartlett et al, 2020). Considering the scope of this influence, there is minimal existing content created for preceptors to enhance their skills for…

Sense of belonging is conceptualized as “…the experience of personal involvement in a system or environment so that persons feel themselves to be an integral part of that system or environment” (Hagerty et al. 1992). Within this frame, belongingness is an internal affective feeling or perception – a “sense” (of belonging). Moreover, scholars suggest that there are two defining elements to sense of belonging: a.) Valued Involvement – or the experience of feeling valued, needed, and accepted (…

Mattering describes when an individual both adds value and feels valued. Mattering is an important contributor to the psychological well-being of individuals and has been found to be associated with lower self-reported burnout in clinicians. Our research demonstrates that positive interprofessional interactions foster mattering for medical and nursing students, as well as practicing clinicians. This talk will introduce the psychological construct of mattering and provide insights into the…

Despite decades of research touting the value of interprofessional education (IPE), as well as the inclusion of tenets of interprofessional competencies into various heath profession education accreditation standards, there continues to be a hesitancy for organizations to authentically and consistently integrate IPE and collaborative-learning experiences into curriculum and training of their respective health profession programs. Time, space, and (negative) perceptions of learning with and…

This lightning talk presents one large academic institution’s efforts to collect, categorize, and evaluate interprofessional education (IPE) experiences occurring across the University. Often, IPE activities within programs or schools may not be known to those implementing the centrally offered IPE program. After four prior unsuccessful attempts to collate such experiences, the author University’s Center for Interprofessional Health created a new approach to discover existing IPE activities,…

The pandemic served as a catalyst for the CU Longitudinal Interprofessional Education (IPE) and Practice program to reexamine our curricular content and to adapt our teaching methodologies, pedagogies, and delivery modes. The IPE program consists of two courses where learners work in interprofessional teams to complete coursework related to team development, quality improvement, health equity and social determinants of health, and values/ethics. To meet the diverse learning needs of…

Models of leadership which emphasize collaboration, common goals, and fluidity rather than position are essential to interprofessional practice. Shared leadership in team-based practice helps to improve patient safety and outcomes and to enhance provider wellbeing. Developing future health professionals who incorporate these concepts into their work with colleagues and patients is a crucial component of interprofessional education. Assessing students’ acquisition of these concepts is paramount…

The Pandemic led to major disruption in the way live educational experiences occur and will continue to occur for interprofessional education (IPE). As we evolve into the next phase of the Pandemic, institutions continue to face challenges to deliver meaningful and impactful IPE learning experiences for students to build skills for interprofessional collaborative practice in live and distance formats. To address this problem, we developed a virtual, avatar-based, multi-user 3-D video…

Misperceptions of health professionals’ scope of practice and contributions to the healthcare team limits the quality and quantity of provider interactions and may ultimately result in suboptimal and inefficient patient care. Individuals are often unaware of their knowledge gaps and the extent to which their experiences influence their perception of the work of others. The Generic Roles Perception Questionnaire (GRPQ) was developed to assess student views regarding the roles of other healthcare…

Ball State University College of Health is incorporating interprofessional education into curriculum across health professions students at an early stage. A team of interprofessional faculty from health sciences and nutrition, nursing, and social work developed a Tier 1 humanities University Core Curriculum course, Introduction to Health Consumerism, to address this need and educate all students about the importance of being informed consumers of health care. The Summit theme of…

In this Lightning Talk, the evolution and vision of InterprofessionalResearch.Global’s (IPR.Global) Knowledge Network will be presented. IPR.Global is an international network of scholars, leaders, service providers, decision-makers, administrators, service-users, and students that promote and advocate for evidence-informed, theory-driven, methodologically rigorous interprofessional education for collaborative practice (IPECP) research, practices, and policies. Originally formed as an IPR.…

The COVID-19 pandemic disproportionately impacted residents, families, and staff of nursing homes and senior care communities. Even with federally mandated emergency planning, the pandemic highlighted the lack of preparation to meet the daily challenges faced in senior care. In response, the federal CARES Act including funding for a nationwide network of nursing home cohorts led by academic health centers to disseminate clinical guidance in infection control and pandemic mitigation strategies.…

The Train-the-Trainer Interprofessional Team Development Program (T3-ITDP) is a national professional development program for interprofessional teams of health professions educators, clinicians, and administrators. Institutional teams each consisting of three or more members representing at least two professions participate in an interactive 3.5-day training designed to immerse trainees in the design, implementation, and assessment of evidence-based IPE activities and programming. Core to the…

The events of spring and summer 2020 called attention to the racism and social injustices that still exist in our country, along with their impact on patient and population health and on interprofessional healthcare teams and team members. In the wake of these events, at one University Center for Interprofessional Practice and Education, team members were compelled to create a Racial and Social Justice Task Force (RSJT) to address issues of racism and social injustice within ourselves, our team…

In the summer of 2020, the University of Michigan’s Health Science Council of Deans (HSC) and Center for Interprofessional Education (C-IPE) were united by a desire to collectively address health inequities in society. The HSC charged the C-IPE to bring together dean-appointed diversity, equity, and inclusion (DEI) leads from 9 of our 10 health science schools, as well as students, patients, and DEI experts to lead the first stage of this effort. The goal was to gain an understanding of the…

Interprofessional collaboration matters. Not only does it affect the quality of care clients receive, it affects the work climate and integration of interprofessional education (IPE) in health profession programs across all fields. In order for health practitioners to be effective interprofessional collaborators, interprofessional education (IPE) must be systematically integrated into their curriculum to support the development of foundational knowledge, skills, and core values necessary to…

USF Health Interprofessional Education Day 2021 (IPE Day) included professionals from eight different programs (athletic training, nursing, medicine, public health, pharmacy, physician assistant, physical therapy, and social work).  By including such a diversity of health professions, IPE Day maximizes the potential to learn from other professions with other professions.  The day-long event was split into morning and afternoon sessions.  Over 700 guests participated in the virtual morning…

Education through a virtual platform has expanded tremendously during the pandemic. While most of these education activities have centered on didactic learning, the need for an active approach to patient care is essential. We explored using a virtual platform to provide a simulated patient care experience with standardized patients for a total of 146 medical and pharmacy students . Students were assigned to interprofessional teams of four to five students, with at least two students…

We will describe virtual interprofessional simulation experiences developed as part of our HRSA-funded Geriatric Workforce Enhancement Program (GWEP). The simulations promote interprofessional collaboration by mimicking a tabletop team care-planning process for a complex older adult. These experiences were integrated into the curriculum across disciplines at multiple academic institutions. The education design is scaffolded with didactics as part of the pre-simulation work and a review of the…

Healthcare professionals working with new families, including physicians, midwives, nurse practitioners, social workers, dieticians, and many others, play a profound role in infant feeding decisions. Interprofessional Education (IPE) is an integral component of professional training to equip an array of healthcare workers to cultivate patient-centered care in a collaborative team environment; however, curricula addressing breastfeeding did not exist until the creation of the Breastfeeding:…

The Extension for Community Healthcare Outcomes (ECHO) model, developed at the University of New Mexico, aims to build healthcare workforce capacity and improve access to specialty care using videoconferencing technology to provide frontline clinicians with the knowledge and support they need to manage underserved patients in their own communities. The ECHO model has been widely utilized across the globe focusing on complex conditions that require a team-based approach.This lightening talk…

The COVID-19 pandemic forced a pivotal change for healthcare educational institutions, wherein courses needed to both accommodate COVID19 precautions as well as reflect emerging health care practice trends. Adoption of virtual learning spaces and telehealth curricula addressed these needs. This Lightning Talk, in alignment with the Nexus Summit’s theme and with the Quadruple Aim, will describe one University’s process for translating a classroom-based, web-enhanced interprofessional education (…

The University of Kentucky (UK) has a long-standing partnership with Ecuador, beginning in 1965 building to the first short term experience in global health (StEGH) in 2002. In 2007 the Shoulder to Shoulder Health Clinic opened and remains supported through a UK and Ecuador partnership. The first StEGHs utilized uni-professional and then multidisciplinary co-located models of care, but this evolved over the years toward a collaborative model. Recently, to provide more comprehensive care, the…

It is vital that the experiences of people with complex health and social needs inform the work and direction of the complex care field. The Camden Coalition of Healthcare Providers has purposefully engaged consumers with lived experience to inform programs and the field of complex care. Our Lightening Talk will take you on our journey of building an interdisciplinary complex care curricula for hospitals and health systems, academic medical centers, federally qualified health centers,…

The success of community-based clinical learning environments is dependent on meaningful and sustainable academic-community partnerships. This lightning talk will review the strategic solutions established by the Student Health Outreach for Wellness (SHOW), an interprofessional student-driven, faculty-guided initiative. The approach optimizes student learning outcomes in a series of three interprofessional education and experiential-learning courses. The courses, launched in 2019, aimed to…

Interprofessional education (IPE) has established itself as an integral component in the design of many health profession programs. The Interprofessional Education Collaborative (IPEC) competency domains form the pillars to IPE. Of these domains, there is sparce literature in values/ethics domain, especially on a virtual platform, a platform that academia has heavily utilized since the pandemic. We explored virtual interprofessional collaboration utilizing guided questions and a COVID-19 case…

Interprofessional education (IPE) is a vital component of health science curricular development. IPE lays the groundwork for collaborative practice, which in turn leads to improved patient care and outcomes through the transfer of knowledge, enhanced decision-making, and information sharing. IPE programming that focuses on the concepts of communication and teamwork is critical for learners to experience as these concepts are central to successful collaboration. IPE QUEST (Quandaries of…

The Rural and Underserved Services Track (TRUST) is a two year student-engaged program and curriculum, composed of pharmacy, social work, medical, and nursing students from Binghamton University and SUNY Upstate Medical University. Students participate in ten service learning activities, alongside eight learning retreats where students, healthcare professionals, patients, and faculty collaborate to address the needs of marginalized patient populations. The overall purpose of this program is to…

The Covid pandemic has had a profound effect in many ways. For health professions educators, the stress of caring for their patients, each other, and often finally themselves and their families, has left little time to consider professional development. Resources for such development have also been limited more than in the past. Duke AHEAD, an academy of interprofessional educators at Duke University Health System has the mission to support and promote health profession educators with…

Using the framework known as SBAR, situation, background, assessment and recommendation, Duke AHEAD(Academy for Health Professions Education and Academic Development), an interprofessional academy established in 2014 with over 950 members developed a pilot mentorship process that will be offered to health professions educators. This method of program development is unique as the SBAR framework is often used in clinical decision making and as a quality and safety guide for process improvement…

Occupational therapy (OT) students who participated in a specific Interprofessional Education (IPE) experience called the Interprofessional Team Immersion (IPTI) were the participants in this content analysis. The purpose was to gain a deeper understanding of the application of IPE core competency domain behaviors and to what extent they were evident during on-campus health care simulation. The aim of this study was twofold: 1) examine feedback to assess and inform our institution, as well as…

In this Lightning Talk, preliminary findings will be presented from a narrative research study that used an equity, diversity, and inclusion (EDI) lens to understand how psychological safety (PS) is created, reinforced, and/or reflected in simulation-enhanced interprofessional education (Sim-IPE). Learning from and about the perspectives of students, educators, and simulated participants, including those from historically underrepresented groups, was a central focus in the study.…

This Lightning Talk will describe and introduce a pilot research study using the Liberating Loneliness Program, a novel occupational therapy (OT) intervention, to address loneliness and chronic disease management among older adults in the primary care setting. The primary care setting is often fast-paced and requires the expertise and coordination of multiple professionals to provide the best quality of care. In addition, loneliness is a complex condition to address, as each person’s situation…

Informal dementia caregiving by family caregivers is a crucial component of the care provided to people living with dementia (PLwD). Currently, health professional training focuses on providing care to PLwD and does not always address the caregiver’s needs and training often occurs within professional solos and not interprofessionally. This study sought to address this issue by: 1) examining the current state of interprofessional dementia caregiving trainings in the US; and 2) developing a…

The Lightning Talk will focus on my occupational therapy doctoral capstone research conducted at the Jefferson Center for Healthy Aging, a geriatric primary care clinic in Philadelphia. The project aimed to reduce caregiver burden and increase caregiver self-efficacy by utilizing Skills2Care- Primary Care, a modified version of the evidence-based practice Skills2Care. Skills2Care is a non-pharmacologic occupational therapy intervention for caregivers of individuals with dementia. The study…

A critical gap exists in providing interprofessional education to health/social care students related to the health and wellbeing of family caregivers of people living with dementia (PLwD). Despite growing dementia care curricula in the US, the interprofessional dementia caregiving curriculum is still lacking. To address this important educational need, a multi-phase approach was used to develop, implement, and evaluate a customized micro-credential curriculum, called ‘interprofessional…

The traditional model of medical care only accounts for 10% of health outcomes, whereas social determinants of health account for over 60%. Since older adults are commonly diagnosed with multiple chronic illnesses, effective care for these patients requires meaningful collaboration between medical and community-based care providers. We will describe an integrated interprofessional collaborative model of care between a health system and the local Area Agency on Aging (AAoA) called the Care…

This presentation will provide an overview of a continuing education certificate for health professionals who lead, or aspire to lead, interprofessional teams. The Interprofessional Leadership in Healthcare Certificate is a five-month, fully online program which equips learners with the knowledge and skills to effectively lead interprofessional teams. Learners explore issues related to interprofessional collaboration, effective communication, mentoring and supervision, business acumen, and…

Over the last three years, a dual university virtual interprofessional education (IPE) experience focused on the topic of improving LGBTQ+ healthcare was successfully implemented for counseling, nursing, occupational therapy, pharmacy, and physician assistant students with a high degree of student satisfaction for this learning experience. The purpose of this Lightning Talk, however, is to discuss an aspect of IPE implementation that is often overlooked - facilitator and standardized actor…

Interprofessional Education (IPE) prepares future health professionals for effective collaborative practice to improve health outcomes. In medical education, IPE is embedded in accreditation standards, and schools have increasingly integrated it into the curriculum. Consensus guidance developed by the Health Professions Accreditors Collaborative (HPAC) is available to support this integration. Newer medical schools may be well positioned to cultivate strong IPE programs, due to the flexibility…

The Office of Interdisciplinary Programs (OIDP) Evaluation Team, is charged with producing evaluation and assessment data related to IPE curricular outcomes for the review of the Curriculum Committee and other campus stakeholders. Following years of content assessment and data reporting regarding curricular outcomes, OIDP has initiated a formal process for comprehensive programmatic evaluation. This lightning talk will discuss the goals of the program evaluation plan, which include: 1) Gather…

After a decade of collaboratively providing interprofessional education, Florida Atlantic University and Palm Beach Atlantic University, identified a need to focus on the clinical learning environments to model the competencies in practice. While advances in clinical practice have been made to foster effective healthcare teams, students reflected that they often did not see the IPE core competencies modeled in practice. Educators surmised this might be due to discipline specific educational…

This Lightening Talk will describe how to develop and sustain a university and healthcare organization collaborative which can promote and support interprofessional education, practice, and research.Tell the story of the Arizona Nexus’s creation, disruption and resumption: The Arizona Nexus is a statewide collaborative between universities and healthcare organizations. The Arizona Nexus began as a pioneer Nexus Innovations Network member with the National Center, accelerating innovation…

In 2021, an accessible approach to enhancing patient/family involvement in interprofessional education was piloted at the University of British Columbia. Using an existing capstone interprofessional activity, patient perspectives were incorporated into a workshop on collaborative decision-making to prepare students to work in our province’s emerging team-based primary care networks. The approach was informed by the pioneering work of the Patient and Community Partnership for Education, a unit…

Advancing the care of people, families, and communities and achieving health equity is fostered through interprofessional academic-community partnerships, including community-engaged collaborations focused upon clinical and translational research. Frontiers, the University of Kansas’ Clinical and Translational Science Institute, believes that conducting clinical and translational research requires collaboration with patients, stakeholders, and community partners. Frontiers’ Community Engagement…

To optimize care for individuals with chronic non-oncological blood disorders and their families, it is essential to cultivate a healthcare workforce with the knowledge and skills to provide evidence-based collaborative care. The University at Buffalo Office of Interprofessional Education (UB-IPE) has partnered with a local healthcare agency, Western New York (WNY) BloodCare to develop, implement, and assess an interprofessional clinical training program to enhance students’ knowledge and…

Interprofessional education (IPE) purports to level hierarchy and create a collaboration between IPE program stakeholders, patients, and communities. Design sprints do level the hierarchy and should be used to design IPE. The Jefferson Health Mentor Program (JHMP) decided in spring 2021 (its 14th year) to invigorate the program in a partnership with the Jefferson Health Design Lab. The theoretical framework for a design sprint incorporates five steps:To understand, diverge, converge, prototype…

We will describe a 40-hour Geriatric Resource Course (GRC) for interprofessional learners from healthcare and community provider settings implemented as part of a HRSA-funded Geriatric Workforce Enhancement Program (GWEP). This program is designed to promote interprofessional collaborative practice in geriatrics. It originally combined online didactics, in-person lectures and experiential trainings at sites spanning healthy aging through end of life. With COVID, in-person site visits were…

Description: This panel, including a student learner from a Midwestern university, will focus on the implementation of an Interprofessional Geriatric Assessment Clinic (IGAC) and its effects on the interprofessional care team. The IGAC brings together students from a variety of professions, including nursing, occupational therapy, physical therapy, and medical residents, to learn from each other and deliver quality patient care. The IGAC aids students learning how to work with medically…

Our team developed the Interprofessional Intervention Opportunities Tool (IIOT) for the Unity Clinic, an interprofessional student-run clinic in Oklahoma City. IIOT is a one-page color-coded reference tool that lists common diabetes symptoms and disciplines that can intervene per symptom. The goal of the IIOT is to enable students to think beyond stereotypes of their current and future healthcare team members and allow them to see real-world examples that are within each profession's scope of…

The population of people aged 65 years and older is expected to grow from 43.1 million in 2012 to an estimated 83.7 million by 2050 in the United States. Older people are more likely to develop health conditions that require complex care, age-specific screening, assessment, and management strategies. However, primary care clinics within the United States are not yet prepared to meet these age-specific health care needs. The Age-Friendly Health System was introduced by the John A Hartford…

Through establishing the Wellness Pavilion (WP), the University of Pittsburgh’s School of Health and Rehabilitation Sciences (SHRS) has made a long-term commitment to partner with two historically underserved communities at Community Engagement Centers. The WP aims to make health and wellness services more accessible in Homewood and the surrounding communities through providing interactive educational sessions, services and special events and programming. All services are student-led, faculty-…

Healthy People 2020 recommended the expansion of disability training opportunities for health practitioners to increase awareness of the social determinants of health and improve health equity for people with disabilities. Yet, many professional degree programs face significant challenges integrating this content within their already overextended curriculums (Smith et al., 2020). Interprofessional education provides a unique opportunity to support workforce development in this priority area,…

In comparison with well-established models of interprofessional collaboration, pharmacy and dentistry collaborations are still relatively newer in development. Yet, as the medical complexities of patients with oral health concerns continue to increase, it is crucial to equip learners with the skill sets to treat patients more holistically regardless of the clinical setting. Published literature discussing pharmacy and dental collaborative models is scarce and incorporates various models that…

Background: By 2050, 13.8 million Americans over 65 will be living with dementia, and most will live in the community. To extend each person's ability to remain living in their homes, we must educate community members across all sectors, and professionals across the continuum about dementia.Methods: Dementia Friends (DF) is an international curriculum designed to increase awareness of dementia and create dementia inclusive communities. Transformation of communities can only occur through…

Lightning Talk Description:: The past two years have brought a succession of unprecedented changes. From the global pandemic to the world-wide response to racial injustice, interprofessional education (IPE) has been tasked with responding to multiple challenges. From design to debriefing, all aspects of IPE events required adaptation. Through virtual collaborations, faculty development, and consideration of systemic racism and social determinants of health, the University of Pittsburgh…

Since the early 2000’s, across Canada, a real emphasis was being placed on creation of interprofessional teams (IPTs) in all healthcare settings. These IPTs often do not include patients as part of team membership. The basis of these teams, however, is the enhancement of patient-centered care delivery and patient healthcare experience. A transformation of these teams is needed if the goals of interprofessional care are to be realized. Currently, there is a paucity of research available on how…

This Lightning Talk describes how in response to the COVID-19 pandemic, the 14th annual Pandemic Interprofessional Education (IPE) exercise was refocused from an in-person session about an imaginary statewide influenza pandemic; to an online synchronous platform, with students learning from each other and experts about the necessity of interprofessional collaboration. The talk will address the conference theme of Person, Family, and Community-Engaged Practice and Education, as this exercise…

Individuals with complex medical and social needs are acutely vulnerable to the fragmented healthcare system. Social and economic factors, physical environments, and structural racism can further compound health and healthcare inequities. Prior experiences of bias due to race, nativity, gender, sexuality, socioeconomic status, health literacy, and disability may influence current interactions with systems and providers, leading to missed care, poor experiences, and adverse outcomes. The next…

People living with chronic health concerns have important life and health care experiences that can enrich interprofessional education (IPE). For 10 years Patient & Community Partnership for Education has coordinated an Interprofessional Health Mentors program (HMP) at the University of British Columbia, Canada. The HMP is an elective educational experience in which teams of students from different disciplines learn from and with a mentor who has a chronic condition or disability, or is a…

There is a large gap between the number of healthcare professionals with specialty palliative care training and the number required to meet the needs of the growing population of individuals with serious illness or multiple chronic conditions, which results in disparities in palliative care access across populations and settings. The unpredictable course of COVID-19 has placed further strain on and highlighted shortages of palliative care providers, and has emphasized the need to have upstream…

Virtual simulations, including screen-based simulations using 3-D virtual worlds (3-DVWs) have demonstrated improvement in participant knowledge, self-efficacy, and clinical reasoning,. Additionally, 3-DVWs enable students to practice skills in safe environments and provide opportunities for interprofessional collaboration not limited by geographic location. While benefits of 3-DVWs are well-documented, little attention has focused on the important area of student engagement and satisfaction.…

During this lightening talk, we will discuss the findings of our longitudinal research on early interprofessional socialization among health professional students. Socialization of health professionals can impact their future as collaborative practitioners. However, there is a gap in our understanding of best practices in relation to interprofessional education, including how professional socialization impacts perceptions, expectations and practices of collaboration across health professions.…

Introduction: Physicians in acute care lack understanding of the role and scope of OT (Kingston et al., 2019; Nonaillada, 2018). Evidence supports OT can decrease patient length of stay and readmissions, reduce hospital spending, and improve patient satisfaction (Rogers et al., 2017). There is a paucity of continuing education opportunities for physicians to increase knowledge and use of OT (Oldenburg et al., 2020). This fragmented and limited knowledge underscores the importance of advocating…

Building from an existing module, an interprofessional team of faculty, staff and students created a longitudinal, five-part module entitled, “Anti-Racism in Action” involving over 1000 second year learners and 76 facilitators from six Ohio State health sciences colleges. Learning objectives spanned five IPE competencies (Evidence Based Practice, Collaborative Leadership, Interprofessional Communication, Roles and Responsibilities, and Teams and Teamwork). Over seven weeks, students: (1)…

This lightening talk will address how program accreditation standards require that health professional programs must prepare students to provide medical care to patients with consideration for social determinants of health and to work collaboratively in interprofessional patient centered teams. An essential member of the patient centered team is the patient and with the onset of COVID-19, we have seen a decline in the ability of patients to access health care in traditional ways. Telehealth is…

We will discuss an interprofessional orientation week activity to break down biases and introduce interprofessional practice and education called “Professional Identity and Me”. This co-curricular activity was created to forge connections between professional identity and the values and ethics of others, as these are competencies1 for interprofessional practice and education that intersect with JEDI. The scaffolding approach chosen to organize this activity was selected after a scoping review…

Our Lightning Talk will address how health disparities and bias, especially in underserved and marginalized populations, can be addressed in an Interprofessional Simulation through telehealth. The coronavirus pandemic shifted our interprofessional (IP) simulations from in-person to virtual environments. We analyzed the qualitative differences and impacts of two complex simulations involving students and Standardized Patients (SP) before and during the pandemic. The two simulations included an…

The University of Kansas Department of Family Medicine has a robust history of interprofessional activities, including our Interprofessional Teaching Clinic (IPTC). Student teams comprised of learners from medicine, pharmacy, psychology, nursing, PT, OT and sometimes law are given autonomy and independence to evaluate patients and then propose their treatment plans before faculty help complete each visit. Two family physicians, along with faculty from other professions, provide supervision.…

Interprofessional (IP) champions of the Student Health Outreach for Wellness (SHOW) designed an experiential-learning course (the second in a three-course series) in collaboration with a local community organization dedicated to serving unsheltered elders. Undergraduate student teams collaborate with clients to develop interventions aimed at addressing their unique social determinants of health (SDoH) using the Camden Coalition’s Hotspotting COACH Model.(1) This innovative course required…

The Dr. Charles A. and Ann Sanders Impact Practice Center (IPC) at MGH Institute of Health Professions (IHP) brings together students from across health professions to learn and practice in teams and to deliver essential free care to the community. A collaborative model, developed by IHP faculty to deliver student-led interprofessional wellness groups, creates a reciprocal relationship where students develop health teaching and coaching skills while community members acquire coordinated health…

Healthcare providers often must communicate with caregivers to provide care to patients. This is even more important when the patients are unable to communicate or make decisions for themselves. Crucial Conversations with Caregivers is a classroom activity focused on the theme of improving family-engaged practice. The activity relies on the participation of an interprofessional team of students, caregiver, and facilitators. The classroom activity is broken into three distinct parts; 1.…

The center of interprofessional practice is the patient/client or community. Therefore, it is foundational to include the community in interprofessional education opportunities. Since the 2017-18 academic year, pre-professional students have engaged in a community-based education experience known as the Health Partner (HP) project. HPs are individuals living in the community who are willing to support the education of students as they develop interprofessional collaborative practice skills. The…

Poverty is a social determinant of health (SDOH) that interprofessional health care teams are trained to address; yet, students in these educational programs may have limited experience with poverty and its impact on patient and community engagement, care, and outcomes. To address how integral poverty is to addressing health outcomes, Binghamton University students from nursing, pharmacy, public health, and social work participated in a class-embedded poverty module and simulation, which…