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 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…

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…

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…

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…

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…

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…