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 that comes along with creating a program from scratch. The objective of our study was to assess IPE at these new medical schools within the context of HPAC recommendations, based on publicly available information obtained from schools’ websites. Using an IPE coding tool based on HPAC recommendations, we assessed web content, including course catalogs, from all allopathic and osteopathic medical schools established after 2000. We found that 90% of schools in our final sample (Nf43) explicitly required IPE in the core curriculum, but that only 1/3 of the schools appeared to offer IPE fully adhering to HPAC recommendations, highlighting areas for IPE improvement in medical education.
Presently, assessment of medical schools’ IPE curriculum is based on individual programs or aggregate institutional data, constraining efforts to understand the depth and breadth of medical education’s commitment to IPE on a broader scale. This presentation will address the summit theme of Interprofessional Learning for Collaborative Practice and Education by adding to what is known to about the ‘how, when, where, for whom, and to what extent?’ of IPE in medical school based on the only publicly available data source that stakeholders readily have access to for gauging medical schools’ commitment to IPE. Our findings shed light on areas of success and needed areas of improvement for the incorporation of quality IPE that will best prepare medical students for collaborative practice to improve Quadruple Aim outcomes.