Although interprofessional education (IPE) is an essential component to building effective interprofessional practices, gaps remain in identifying effective measures to assess student learning and skill development in classroom-based IPE activities. Further, a literature gap exists regarding best practices on assessing student achievement of the Interprofessional Education Collaborative (IPEC) Core Competencies. As programs implement didactic IPE activities, more information is needed on…

Background: Faculty face time constraints and, in some cases, limited training and experience that can hinder their efforts to publish scholarly research. Nevertheless, the 2015 IOM report was a “call to action” for more robust research and scholarship to advance the interprofessional education (IPE) field. In response, an IPE center at a health sciences university collaborated with two writing professionals to pilot a yearlong manuscript-writing program to increase publishing productivity…

There is national concern that Interprofessional collaborative care team models are hard to find. Health professions students moving into the clinical environment may not experience the interprofessional collaboration they had been preparing for through Interprofessional education. A national emphasis is placed on the development of the clinical learning environments to include overt examples of highly collaborative interprofessional teamwork. Many preceptors have not have trained in the…

Faculty development programs improve teaching skills and the learning environment. Likewise, interprofessional faculty development programs have been implemented to improve interprofessional education and collaboration. This presentation will outline interprofessional faculty development programs identified through a literature search that result in scholarly activity (discovery, integration, application, teaching) thus aligning with tenure and promotion criteria at most US institutions.…

Simulation-based education (SBE) has been used to augment and/or partially substitute clinical learning as it provides a controlled setting with natural, realistic, and relevant practice experiences, without risk of injurious patient consequences. Interprofessional SBE (IP-SBE) provides a platform for students to learn about, from, and with one another to develop and practice interprofessional collaborative (IPC) competencies. However, socio-historical hierarchies that are predominant in…

The COVID 19 pandemic has presented many challenges to delivery of educational content but has also presented a unique opportunity to grow education in the virtual environment. This presentation will discuss the growth of virtual interprofessional simulation and will focus on debriefing techniques to aid faculty in getting the most “bang for their buck” out of their events. Discussion will include debriefing techniques particularly suited for the virtual environment, learner engagement,…

On March 13th, 2020 an academic health center suspended onsite classes due to the first confirmed case of COVID-19 in the state. Faculty across 5 colleges (Nursing, Medicine, Public Health, Pharmacy, Health Professions) and the graduate school rapidly implemented alternative methods of instruction to complete coursework for the spring semester. The campus also delivers a 3-phase (exposure, immersion, competence) interprofessional education (IPE) curriculum that is a graduation requirement.…

Medical providers demonstrate weight bias (WB) to varying degrees, which negatively impacts quality of care and patient outcomes. WB is defined as the “negative weight-related attitudes, beliefs, assumptions and judgments toward individuals who are overweight and obese.” There are few established WB healthcare training programs. The objective of this study was to provide an interprofessional education (IPE) simulation activity, comparing its impact to a traditional style lecture on students…