Poster Presentations

This IPE/IPC event aimed to raise falls awareness among underserved older adults, enhance student collaboration, and strengthen university-community ties. Twenty-five senior center participants attended a falls prevention presentation by healthcare students, followed by lunch. Feedback showed high satisfaction and increased knowledge, highlighting the value of IPE/IPC in public health.

The Emory Farmworker Project (EFP) is an interprofessional service-learning program at Emory University where health professional students provide care to migrant farmworkers in the fields. PA and MD students participated in focus groups about the interprofessional nature of EFP and the impact of community-based, practical IPE on their clinical learning.

Prehospital obstetrical or neonatal (OB/Neo) calls to emergency medical services (EMS) are more likely among patients of lower socioeconomic status and to result in an OB/Neo emergency. Paramedicine faculty have expressed the need for paramedic learners (PML) to increase confidence in these skills to promote health equity and improve maternal and neonatal health outcomes. Limited literature in use of simulation-based experiences (SBE) in prehospital settings have demonstrated improved confidence among EMS and the Zone of Simulation framework, indicates these scenarios fall into the high acuity-low occurrence quadrant, suggesting SBE may be advantageous over instruction. High-fidelity SBE improves confidence for learners in OB/Neo emergency situations.

The educational interventions available for learners in management of Methamphetamine Use Disorder (MUD) across healthcare disciplines is virtually nonexistent. Our lecture will highlight simulation-based learning exercises aimed at addressing learners in an interprofessional setting on various treatment strategies for acute and chronic presentations of MUD.

This study examines the implementation and assessment of synchronous online interprofessional education (IPE) activities, comparing them with in-person sessions. Results showed equivalent confidence and teamwork outcomes, demonstrating the feasibility of online IPE. The presentation will offer insights into designing effective virtual IPE, assessing outcomes, and addressing challenges in healthcare education.

Faculty engaged in a mock simulation and debriefing training prior to the student IPE simulation. Evaluation of their IPE competencies were assessed via pre and post survey responses. Faculty showed improved communication skills and roles/responsibilities, while students significantly progressed in the IPE competencies highlighting the importance of continuous faculty development.

The Community Care Clinic at UCA is an interprofessional teaching clinic emphasizing whole-person care. Central to the model is the CARE Team, guided by core values and a culture of collaboration. Clients select providers based on needs, fostering personalized, team-based care. With 97% client satisfaction, the model is highly replicable.

Children’s Nebraska built on its relationship with an academic institution to expand the breadth and depth of available knowledge-based resources. Interprofessional clinical staff now have access to current, scholarly biomedical content plus the expert assistance of a medical librarian. This new arrangement fully supports the missions of the institution.

This study analyzes interprofessional team interactions in postpartum inpatient settings, focusing on communication and collaboration among healthcare professionals. By examining recorded interactions, the research aims to identify key moments of teamwork, inform care coordination strategies, and improve interprofessional practices to enhance family-focused postnatal services and outcomes.

Interprofessional education and simulation promote teamwork, communication, and collaboration. This study describes our implementation and evaluation of an interprofessional simulation activity for undergraduate Exercise Science students involving a complex healthcare scenario. Results from 38 participants showed high program satisfaction, increased knowledge and skills in patient-centered care, and high teamwork skill.