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…

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,…

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…

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…

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…

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…