An important component in developing collaborative practice skills is the evolution of an interprofessional identity.1 Breaking down barriers where students are asked to reflect and dialogue on their stereotypes is fundamental in developing an interprofessional identity. The challenge for educators is to understand what perceptions exist, so that appropriate and meaningful IPE experiences can be developed. There are three quantitative instruments commonly used in interprofessional…

Effective interprofessional teamwork and collaboration are essential to optimize quality and safety of care provision and health outcomes. Evidence suggests even before entering professional programs, students form stereotypical impressions of professional groups, which can set them in opposition to one another. An educational escape room experience was created based on the authors’ research which showed students interested in health professional careers are often socialized to consider the…

Interprofessional education (IPE) is a key component in health professions education to prepare students for practice. Breaking down barriers and stereotypes about other professions early in a student’s education is important to future team-readiness. While we know that it is important to expose students to IPE early in their curriculum, it can be challenging to identify activities for early program students who have a variety of clinical experiences and expectations. In this “Meet Your…

Student peer facilitation is an invaluable active learning approach in interprofessional education that positively influences student engagement and learning, as well as enhances communication and teamwork skills among future health care providers. Evidence shows that student facilitators are more attuned to the needs and experiences of their peers and that when students make personal connections to support each other they are more receptive to learning. Exposing students to peer…

PURPOSE The Interprofessional Training in Empathy, Affect, & Mindfulness (I-TEAM™) is a semester-long interprofessional program that engages health profession students in various “workouts” to cultivate and enhance the attributes and practices associated with the empathic experience, patient-and colleague-centeredness, team-based skills, overall well-being and presence, and fundamental communication skills. I-TEAM™ represents an innovative and engaging method of cultivating (…

Strong interprofessional relations have been espoused as a keystone for effective care and healthy workplaces. However, emerging evidence suggests that the cultural and historical manner in which health professional students have been socialized may impact future collaboration and respectful interprofessional relations. The aim of this CIHR- funded longitudinal study is to understand the process of formal professional socialization over time and how we can better prepare health professional…

This presentation describes a teaching module created to intentionally engage entry-level occupational and physical therapy students in examining the impact of their beliefs and attitudes on communication with each other and with their future patients. The module addresses the uncomfortable issues of conscious and unconscious bias, the impact of privilege, and communication barriers that can derail teams. This module was added to a course that was already taught by an interprofessional…

In traditional clinical learning environments (CLEs), providers work alongside one another with noted power differentials. The Boston University Community Health Alliance of Medical Professionals (BU CHAMPs) equips the next generation of providers with core interprofessional skills including communication, roles and responsibilities, and teamwork to address siloed clinical training and reduce health disparities for underserved populations experiencing chronic disease and social stressors.…