Sessions

The North Dakota University System health science programs offer a wide variety of experiences for IPE. Although there is momentum to incentivize IPE activities through micro-credentialing in a couple of programs, further efforts are needed to embed IPE in all training programs. Innovative and pioneering IPE projects will likely mechanize ongoing development of IPE across the nation when faculty integrate more teaching and learning strategies to prepare the healthcare workforce. This comprehensive profile of IPE can serve as a model to expand IPE in universities across the nation.

This scoping review explores the use of think-aloud protocols in health professions education, examining their impact on clinical reasoning, decision-making, and behavioral skills. It highlights gaps in simulation reporting and provides recommendations for standardizing protocols, diversifying scenarios, and integrating technology to enhance learning across disciplines and experience levels.

Integrating ecological systems theory and trauma-informed care into training offers a novel approach to prepare health professions students to address the complexities of health inequity. A 3-hour training was developed that incorporates these two frameworks and convenes students across nine professions to collaboratively address issues involved with access to care.

Interprofessional Collaboration to deliver health information is critical especially with today's healthcare system and technology. The ability to have clear recommendations backed by research and the ability to navigate the technology to manage your health is vital.

This abstract describes a simulation that provided student pharmacists with a practice-based perspective to improve communication skills through interaction with physicians. It demonstrated a statistically significant increase in communication and teams and teamwork competencies. This experience shares an engaging opportunity to teach collaborative communication skills when navigating challenging conversations.

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This project developed culturally and linguistically tailored diabetes self-management materials in Karen to address healthcare disparities. Through audiovisual content and community collaboration, the materials aimed to improve understanding and engagement. Positive feedback from Karen-speaking patients highlighted better diabetes comprehension, with future implementation planned for broader use and evaluation.