The following are a selection of the sessions included in the Faculty/Preceptor Development to Facilitate Interprofessional Learning track, which were lauded by attendees for offering practical tips for implementing IPE faculty development in a variety of settings. Evaluation comments on the live sessions included:

“I plan to use the material in developing IPE faculty workshops.”
“Valuable conversation, idea sharing, and next steps planning. Could have gone another hour with the discussion.”

• Building an IPE Faculty Development Program to Expand Leadership and Mentorship (Stealth IP) from the University of Alabama at Birmingham (55 min)
• Lightning Talk Live Discussion: October 6, 2020 (56 min) featuring:
  • Interprofessional Faculty Writing: A Yearlong Collaborative Program for Producing Publishable Manuscripts from Thomas Jefferson University
  • Reaching Preceptors Where They Are: Deployment of a Portable Interprofessional Practice Education Preceptor Development Program from UNT Health Science Center
  • The Impact of Interprofessional Faculty Development on Scholarly Activity from East Carolina University

The ability to craft clear messaging and communicate an IPE partnership or initiative to stakeholders is a critical success factor validated through the National Center’s work across the United States. These two Summit seminars focus on building these critical skills. Evaluation comments noted that:

“This is a powerful experience.”
“[This] provided a foundation for the importance of effective messaging and basics on how to craft effective messaging for IPECP engagement.”

• Developing Effective Messaging for IPECP Advocacy and Engagement from the American Speech-Language-Hearing Association (ASHA) and the Atlanta Speech School (45 min)
• The Impact of Story in Shaping Strong, Sustainable Interprofessional Behaviors from the MGH Institute of Health Professions (56 min)

The COVID-19 pandemic is creating a renewed opportunity to utilize interprofessional simulation in health professions education in the context of virtual learning and telehealth. The excerpted sessions listed below were part of the Interprofessional Curriculum – Simulations track at the Nexus Summit and provide “step by step [models] on how to create a virtual IPE simulation”, according to the session evaluations. Another comment: “this session was well worth the wait.”

• Incorporating Patient-centeredness Through Virtual Interprofessional Simulation (VISion) from Creighton University (55 min)
• Breaking Barriers with Our IDEAS: The Interdisciplinary Education Apartment Simulation from West Virginia University (54 min)
• Lightning Talk Live Discussion, October 20, 2020 (57 min) featuring:
  • Implementation of a Palliative Care Telehealth Simulation Using Standardized Patients from the University of Texas at Austin
  • Asynchronous Modules and Live Patient Simulation to Teach Social Determinants of Health Outcomes from Lincoln Memorial University
  • Interprofessional Education in the Digital World from East Tennessee State University
• Incorporating a Virtual IP Team Based Course and Patient Centered Simulations for Health Science Students Through the Education for Clinical Interprofessional Simulation Excellence (ECLIPSE) Program from The Ohio State University (48 min)

Another lesson made crystal clear by the COVID-19 pandemic? All members of the health care team require support, resources, and care themselves in order to provide care for others. This rich Lightning Talk Discussion highlights this challenging topic through a productive and dynamic conversation. Evaluation comments include:

“This helped me to think more broadly about the team and who needs support.”
“Thank you for inspiring us to develop a trauma informed wellness workshop to address moral distress.”

• Lightning Talk Live Discussion, August 6, 2020 (58 min) featuring:
  • Impossible Tensions and Irresolvable Quandaries: Ambiguous Loss in the Time of COVID-19 from the University of New England
  • An IPE Wellness Workshop: Implications for Patient Care and Self Care from the University of Arkansas for Medical Sciences
  • Taking a Close Look at the Results of Annual Evaluation Survey to Explore Diverse Perspectives About Interprofessional Learning from the University of Wisconsin
  • Unlocking the Department of Defense, Defense Health Agency, J-7, Continuing Education Program Office (DoD, DHA, J-7, CEPO) from the Department of Defense
  • Use of Virtual Interprofessional “Happy Hours” as a Wellness Tool from Duke University Medical Center

While the first virtual Nexus Summit was an opportunity to focus on the content that is advancing the field of IPE, it was also an opportunity to showcase outstanding examples of how to lead sessions and teach online. The sessions below span several tracks, and are all exemplary in the design and delivery of online learning experiences.

• Rethinking Education on Substance Use Through Inter-professional Education and Rural Community Training (RESPECT) from Washington State University (43 min)
• Giving Feedback from Harvard Medical School and MGH Institute of Health Professions (44 min)
• Interprofessional Simulation Debriefings: Closing Performance Gaps in Teams from MGH Institute of Health Professions and the Center for Medical Simulation (36 min)

In the two Lightning Talk Discussions highlighted below, the Online, Virtual and Technology-Facilitated Interprofessional Learning track leaders lead discussion through curated questions to bring forward six models of innovative online IPE in the pre-professional and clinical learning environments. Some of these innovations were in response to COVID-19 pandemic restrictions, while other learning opportunities were designed prior to the pandemic.

• Lightning Talk Live Discussion, August 13 (58 min), featuring:
  • Conducting a Virtual Poster Symposium in an Interprofessional Community Practicum Course from Saint Louis University and DePaul University
  • Adapting an Interprofessional Case Activity from Face-to-Face to Online in the Season of a Pandemic: A Transitions of Care Geriatric Case by Pharmacy, Physical Therapy and Occupational Therapy Interprofessional Student Teams from the University of New Mexico
  • Innovative Approach Toward Interprofessional Team Training: Half Day Mixed-pedagogy Program for 1,200 Students from Emory University
• Lightning Talk Live Discussion, August 13 (54 min), featuring:
  • Augmenting Advanced Practice Fellowship E-learning with Interprofessional Education During the COVID-19 Pandemic from OSF Healthcare
  • GROW-Rochester’s Interprofessional Developmental Screening Program: Digital Response to COVID-19 from Nazareth College
  • Interprofessional Smart Home Simulation from University of Texas at Arlington

Engagement of patients, families, and community members has been central to the design of the Nexus Summit since its inaugural conference in 2016. This year, some of the presentations and discussions in the IPE Through the Eyes of Individuals (Patients, Clients, People), Families and Caregivers, and Communities track, led by our track leaders, provided vibrant discussion about models for meaningful integration of the patient as part of the IPE team. Themes drawn from the evaluation comments of these sessions include “meeting community need,” “patients involved in the design,” and “measuring impact in the community.”

• Don’t miss the powerful plenary highlighting diverse caregivers: Caregiving Before, During, and After Dual Pandemics: Facts and Actions (87 mins)
• “Opened my Eyes”: Learning from Interprofessional Engagement with Indigenous Communities from the University of Manitoba (59 mins)
• Lightning Talk Live Discussion, August 13, 2020 (57 min), featuring:
  • The Farm Show: A Rural Healthcare Focus on Interprofessional Education from the University of South Dakota
  • Camp Maverick: An Interprofessional Collaboration to Improve Literacy and Well-being Among Youth from Minnesota State University, Mankato
  • Designing and Implementing Interprofessional Education Experiences Responsive to Critical Healthcare Issues from the University of South Dakota
  • Interprofessional Student Learning in an Early Intervention Caregiver Group from MGH Institute of Health Professions
  • Making a Difference in Mothers’ Health Through an Interprofessional Approach from the University of Oklahoma Health Sciences Center and Oklahoma Health Care Authority
• Lightning Talk Live Discussion, August 20 (58 min), featuring:
  • Redefining Project DOCC: An IPE Collaboration Between Healthcare Providers and Parents from West Virginia University
  • Growing the Interprofessional Education and Practice Capabilities of Community-based Organizations from Rhode Island College and the Rhode Island Collaborative for Interprofessional Education and Practice
  • The Inter-professional Quest for the Holy Grail: The Exceptional Patient Experience from East Carolina University
  • Person/patient and Family Engagement in Pre-Service Education: SAME-FAME from the University of Oklahoma Health Sciences Center (59 mins)

Students, residents, and learners are an important part of the design of Nexus Summit presentations. The Lightning Talk Discussion highlighted below lifts up student voices and initiatives and was helpful to participants in “learning what the learners want”. Explore other student-led initiatives and presentations in the Student-Led and Engaged Interprofessional Collaboration track.

• Lightning Talk Live Discussion, August 13, 2020 (52 min), featuring:
  • Harnessing the Power of Student Groups on Mentoring – University of Kentucky’s Center for Interprofessional Health Educations Story from University of Kentucky Center for Interprofessional Health Education
  • Language Matters: Defining Co-curricular IPE to Advance Meaningful Practices from the University of Texas Health Science Center at San Antonio
  • Neurology Intensive Care Unit Interprofessional Student-run Care Conference: Enhancing Collaborative Clinical Practice Outside the Classroom from Penn State University
  • New Orleans Adolescent Reproductive Health Project, an Interprofessional Student Organization: The How and Why from Louisiana State University Health Science Center

The Learning in Practice track was a powerful collection of presentations and discussions that moved the conversation firmly into the clinical learning environment and the impact of IPE on health systems and the communities they serve. The track leaders highlighted several discussions that moved the needle. These discussions spanned the Learning in Practice and Interprofessional Leadership and Mentoring tracks.

• Lightning Talk Live Discussion, August 13, 2020 (58 min), featuring:
  • Establishing a Collaborative Across North Carolina for Interprofessional Education and Practice from the North Carolina Area Health Education Center, the University of North Carolina at Chapel Hill, Duke University, Campbell University, and Western Carolina University
  • OUR IPE Team: Methods for Successful Institutional IPE Leadership from University of Oklahoma Health Sciences Center
  • Raising the Bar: Preparing New Interprofessional Leaders for the CLE of the Future from Arizona State University
  • The Interprofessional Educational Exchange (iPEX): Meeting the Need for Interprofessional Education in Palliative Care from the University of Louisville School of Medicine
  • The Relational Leadership Institute: A Model for Enhancing Interprofessional Leadership and Teamwork from UNC School of Medicine
• Lightning Talk Live Discussion, August 20, 2020 (55 min), featuring:
  • Developing an IPE Leadership Lens: Mapping IPE Competencies and the Seven Pillars of Servant Leadership from East Tennessee State  University
  • Encouraging Interprofessional Practice Through Awards from University of Oklahoma
  • Improving and Sustaining Leadership in a Geriatrics Community-based IPE Program from the University of North Texas Health Science Center at Fort Worth and Texas Christian University
• Lightning Talk Live Discussion, August 6, 2020 (59 min), featuring:
  • Early Mobilization in the Intensive Care Unit: An Educational Program to Foster Teamwork from Emory University
  • Health Disparity, Spiritual Care and Coding Blue: A Case Study of Chaplaincy as an Interprofessional Bridge in an Intensive Care Unit at a Safety-net Hospital from Tufts University, Boston Medical Center, and Boston University School of Theology
  • Improving Resident-nursing Face-to-Face Communication Using Novel MD/App-in-Room Button from University of Chicago Medicine
  • Interprofessional Quality Improvement: Making it Real from University of Virginia
  • Interprofessional Unit Based Learning Utilizing IPEC Competencies from Emory University
• Lightning Talk Live Discussion, August 13, 2020 (57 min), featuring:
  • A Rural Interprofessional Education Response to COVID-19 in Western North Carolina: Rapidly Addressing the Needs of Our Community from University of North Carolina and Mountain Area Health Education Center
  • An Unexpected Interprofessional Team: Ultimate Respect for Roles and Responsibilities from Arizona State University
  • Designing Team-based Clinical Trainings for an Evolving Health Crisis from University of South Florida
  • Rapid Implementation of an Interprofessional 1-800-COVID-19 Hotline Call Center to Support a Public Health Crisis from University of Arkansas for Medical Sciences

Along with the focus in the practice environment, the Nexus Summit provides a convening for educators and education administrators to share their models of integrated, longitudinal interprofessional curriculum, integrated into the community. The models highlighted below offer practical tips on resourcing, organization, and pedagogy. Evaluation comments on these sessions include:

“Very energized by the way these initiatives were growing IPE across colleges within a campus as well as crossing over to help drive innovation and chance in the current practice environment.”
“This is pushing me to think about how to demonstrate the benefits of IPE at the patient and community outcomes level.”
“I will use this information to propose a new curriculum model to my administration.”

• Assuring Graduates Can Collaborate: Is it Time to Rewrite the Health Professions’ Signature Pedagogies? From members of the American Interprofessional Health Collaborative from The Ohio State University, Virginia Commonwealth University, University of Florida, Creighton University, and Arizona State University (45 mins)
• Lightning Talk Live Discussion, October 1, 2020 (56 mins), featuring:
  • IPE REPS: Reflect, Engage, Practice, and Summarize for Better Patient Outcomes from Campbell University
  • Development of a Big-Tent Interprofessional Course in Global Health from University of Nebraska Medical Center
  • Pre-Planning: Unintended Benefits from Creighton University
• Lightning Talk Live Discussion, October 1, 2020 (58 mins), featuring:
  • Teaming from the Start: A Pilot Program for Team Learning of Technical Skills and Clinical Reasoning Involving Entry-level Physical Therapy, Occupational Therapy, and Nursing Students from the University of Oklahoma Health Sciences Center
  • Cultivating Interprofessional Collaboration Through a Campus-held Older Adult Wellness Fair from Eastern Michigan University
  • Interprofessional Experiential Educational Programming: PA and DPT Student Self-Reports of Growth from Rosalind Franklin University
  • When “One-Offs” Are No Longer Enough: Considerations in Creating a Longitudinal IPE Thread from Medical College of Wisconsin
• Lightning Talk Live Discussion, October 20, 2020 (58 mins), featuring:
  • Strengthening Leadership and Sustainability: Integrating IPE into University Core Curriculum from Saint Louis University
  • Caring for Families and Communities in the Context of COVID-19: An Online IPE Competence Workshop from University of Arkansas for Medical Sciences
  • Optimizing Patient Care Through Our Next Generation of Health Professionals: The Interprofessional Student Hostpotting Learning Collaborative from Thomas Jefferson University
  • Synchronous Virtual Interprofessional Education (IPE) Focused on Discharge Planning from Emory University and Emory Healthcare
• Lightning Talk Live Discussion, October 20, 2020 (59 mins), featuring:
  • Tracking Their Interprofessional Journey from Medical University of South Carolina
  • Design of an Interprofessional Education Database for Use by Administrators, Faculty and Students Across Different Health Science Schools from University of Michigan
  • IPE Alumni Focus Groups – Tracking IPE Abilities to Improve IPE Experiences from Saint Louis University

The Accreditation Considerations track focused on the application and use of the Guidance on Developing Quality Interprofessional Education for the Health Professions document, published by the National Center and the Health Professions Accreditors Collaborative in 2019, through several different approaches. Evaluation comments on the sessions highlighted below include:

“The Guidance is going to be my close companion as I work to create a longitudinal curriculum to replace one-off events.”
“I plan to use this information to help motivate my team and faculty across the institution to promote quality IPE activities using the Guidance document.”
“I have been chipping away at a proposal to present to administration, based on the Lightning Talks. Earlier this week I was put on the spot in a meeting to answer a few IPE questions. I pushed the [lessons from the Guidance] and pushed for faculty development aligning social mission with IPE. The beginning of my buy-in.”

• Exploring the Utilization and Impact of the HPAC-National Center Guidance on Developing Quality Interprofessional Education for the Health Professions, from the Health Professions Accreditors Collaborative and University of Texas Health Science Center at San Antonio (47 mins)
• Lightning Talk Live Discussion, October 15, 2020 (53 mins), featuring:
  • A University-Wide Collaboration to Transform Interprofessional Education Based on Guidance from the Health Professions Accreditors Collaborative from University of Texas Health Science Center at San Antonio
  • Social Mission and Accreditation Standards from The George Washington University