The University of Oklahoma Health Sciences Center (OUHSC) is a comprehensive academic health center with 29 participating programs located across three campuses. The Interprofessional Educators and Practitioners Association (IEPA) Curriculum Committee faced numerous challenges to create distinctive interprofessional programming that engages as many student participants as possible without burdening academic programs. With guidance from our Academic Affairs Policy Committee…

Background: In this synchronous learning activity students from 6 professions in the SHS at a university in the Upper Midwest were asked to devise a mitigation strategy for a SARS-COV-2 outbreak. Due to policy restrictions, this Interprofessional team activity had to be delivered remotely. Problem Statement: In order to minimize morbidity and mortality as well as social and economic impacts of SARS-COV-2/COVID-19, students working as interprofessional teams in the USD SHS were asked to…

Background: Longitudinal feedback from students collected by The Campbell University Office of IPE (CUIPE) has indicated a need for direct learning pertaining to the roles and responsibilities of the different health sciences professionals on the healthcare team. In response, CUIPE created a new event called REPS: Reflect, Engage, Practice, & Summarize, which would give students the much-needed opportunity to increase their understanding of the roles and responsibilities of various…

To meet the demands for an evolving interprofessional (IP) healthcare practice, health profession (HP) students are expected to learn about, from, and with each other through interprofessional education (IPE) initiatives in their educational settings. The Interprofessional Education Collaborative (IPEC) was formed among Regis University’s five Health Professions Schools and Divisions with fundamental goals to facilitate team-based healthcare approaches, to optimize healthcare outcomes and to…

Background: assessment tools for measurement of interprofessional education interventions are often deployed surrounding discrete learning activities, lacking baseline and longitudinal assessments. Pharmacy and medical students participated in three interprofessional learning experiences within the first two curricular years. Our specific aim was detection of longitudinal change of medical and pharmacy student responses at three time points between program years 1 and 2 using the validated…

Background: All first-year medical students at Duke are required to participate in an Inter-professional Education (IPE) Experience. Students then return in their 3rd and 4th years of training. The Duke IPE Experience allows multiple pre-licensure professional programs, including MD, PA, DPT, BSN, and NP, to work together seeing patients in the acute care setting of the emergency department (ED), Monday-Thursday from 5-9 pm. The composition of the students varies each session due to size…

Quinnipiac University’s (QU) Center for Interprofessional (IP) Healthcare Education offers over 40 experiences serving over 3500 students annually. However, due to the COVID-19 Pandemic in the Spring of 2020, QU transitioned to online education and all scheduled on-ground IP events were canceled. Despite the immediacy of the transition, the faculty recognized the need to prioritize and offer IP education (IPE). Understanding that use of technology can enhance interprofessional collaboration…