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.

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.

The University of North Dakota (UND) has developed a strong and varied competency based interprofessional education (IPE) and collaboration curriculum in response to curricular needs across several health science programs to include the School of Medicine and Health Sciences, College of Nursing and Professional Disciplines, and the College of Arts and Sciences.

This pilot study involved health profession students delivering opioid education and naloxone training to their peers and to undergraduate resident advisors, leading to increased knowledge, reduced stigma, and enhanced advocacy. The program's success highlights a scalable model for expanding community efforts to address the opioid crisis.

This oral presentation will allow for dialogue surrounding the premise of competence as an asymptote, allowing presenters and participants to safely share their points of view with regard to the need for a shift from strictly competency-based interprofessional education to the notion of developing reflective learners as a priority.

Preparing faculty and clinicians to teach IPE/CP is vital for successful initiatives. This scoping review highlights variability in IPE faculty development methods and assessments, emphasizing the need for standardized tools. It explores current practices and recommends steps to enhance IPE faculty training in health professions’ education programs

This pilot study explored the use of an AI chatbot as an alternative to standardized patients in an interprofessional palliative care simulation. Results revealed significant improvements in student self-efficacy, with insights on the benefits, limitations, and opportunities for optimizing chatbot-based learning as a tiered approach to enhance clinical communication skills.