Sessions

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 retrospective review paper examines learners' perceptions of virtual vs. in-person Interprofessional Education (IPE) electives at Trillium Health Partners, exploring their impact on developing interprofessional competencies. Using both quantitative and qualitative data, findings suggest virtual sessions offer flexibility, while in-person sessions are valued for interactivity and engagement, warranting further exploration.

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.

This proposal describes an innovative pilot aimed at undergraduate pre-health learners across eight programs and three University campuses. We were able to meet our objectives of exposing undergraduate students to core IPE competencies and expanding their knowledge of healthcare careers, making this a successful model for other programs.

The Interprofessional Education (IPE) TEAMS Activities, adapted from the University of Toronto, were piloted among undergraduate nursing students during clinical placements. TEAMS 1 focused on understanding interprofessional roles, and TEAMS 2 on analyzing interactions. Findings suggested potential increases in interprofessional socialization and the need for better integration into nursing curriculums.

Interprofessional collaboration between human, animal, plant, and environmental health is needed to best address antimicrobial resistance (AMR) and its stewardship. We presented a six session AMR interprofessional education extra-curricular activity to promote interprofessional learning for health professions and graduate studies students in this important topic.