In order to address the social, biological and psychological risks to older adults aging in place, a multidisciplinary approach to support successful aging is needed. Furthermore, students in various disciplinary programs can develop knowledge and skills to address the needs of older adults that cross professional silos. This presentation will describe an interprofessional initiative that aimed to: (1) support older adults and caregivers to access resources to enhance health and well-being…

Students matriculate into Physician Assistant (PA) and Doctor of Physical Therapy (DPT) programs with varied healthcare experience, resulting in the differing levels of confidence during didactic and clinical year phases. A tiered didactic and simulation-based learning opportunity for PA and DPT students was developed with the aim of increasing student confidence around inpatient lines, tubes, and drains and collaboration among disciplines. In turn, the increase in confidence may imply…

The purpose of this presentation is to describe a pilot project designed to improve student preparation for working together in the interprofessional clinical environment. When patients and families report that their care seems disorganized, it is often due to inefficiency resulting from an unfamiliarity with what each member can contribute. Often, this apparent inefficiency is really a reflection of the team's lack of familiarity with the scope and depth of each other's professional…

When interprofessional education became an accreditation standard for medical schools, our medical school’s initial response was to find areas and topics in the medical student curriculum where students from other professions could join in. As a result, our IPE curriculum became a hodgepodge of one-off sessions that were focused on medical content rather than IPE competencies. Furthermore, different interprofessional students from various programs would meet for each session and then part…

Purpose: The purpose of the session is to optimize course development through a multifaceted interprofessional approach. Authors responded to a call for proposals related to global curricular engagement in higher education, receiving a grant for course development and delivery. The authors designed a course addressing interprofessional global health competencies. Authors defined the term interprofessional broadly, proposing a big tent encompassing many professions that are internal and…

The Campbell University Office of IPE (CUIPE) hosts four major IPE events each academic year, for which space is reserved on the academic calendar of the Campbell University College of Pharmacy & Health Sciences. Each event is attended by all CPHS students along with different classes within CUSOM, the Campbell University School of Osteopathic Medicine. The IPE Office’s mission states that they seek to “ultimately create an integrated continuum balancing curriculum and team-based care,”…

The Creighton University IPE curriculum is a distributed model in which each health science students must complete 3 IPE Passport activities before graduation. Some activities are embedded in the curriculum while others are menu-based. One challenge of this distributed model is that there are variables that cannot be controlled by the IPE Center. Examples include student illness on the day an IPE activity or a student failing to complete a mandatory portion of the activity. Because these…

Interprofessional education within large health science centers involves teams of interprofessional facilitators co-facilitating events where two or more learners from different professions learn about, from and with each other. To accomplish this, a bank of engaged faculty trained to co-facilitate these IPE learning events is needed. A training and certification process for faculty to build their facilitation skills for IPE events was created. This process included interprofessional team-…

The Quality Enhancement Plan (QEP), Linking Interprofessional Networks for Collaboration (LINC), is a requirement for institutional accreditation designed to advance interprofessional education (IPE) at the University of Texas Health Science Center at San Antonio (UT Health San Antonio). All five schools (dentistry, graduate biomedical sciences, health professions, medicine, and nursing) are actively engaged in achieving QEP goals: to integrate IPE activities into programs’ curricula and to…