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 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…

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. …

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…

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…

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…

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:…

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…