Sessions

If we are expecting learners to engage in specific interprofessional behaviors, the attitudes they hold towards those behaviors are critical. The psychological literature on behavior change identifies attitudes as a precursor to behavior change. Individuals need to have an attitude that specific behaviors matter if they are to develop an intent to engage in these behaviors. Therefore, without an attitude that interprofessional work matters, it is unlikely that learners will engage in the intended collaborative behaviors in the workplace. This presentation describes the specific application of the Theory of Planned Behavior to the design and evaluation of a longitudinal interprofessional core curriculum.

WA state’s Accountable Community of Health (ACHs) serve as Community Hubs for community-based care coordination and delivery of Health-Related Social Needs (HRSN) services. This social care network- no wrong door approach includes interdisciplinary community-based workforce development, maternal health, health information exchange, community engagement, and culturally responsive services.

This presentation describes an innovative hybrid continuing education curriculum for health professionals to develop and apply the IPEC competencies in their roles as providers and preceptors within interprofessional clinical learning environments. Presenters will summarize the curriculum content, present feedback data, and share lessons learned in implementation and assessment.

During this session, we will describe our experience in building and training a diverse facilitator cohort for IPE workshops that includes both teaching faculty and clinicians from different professions, disciplines and settings. The assessment of the impact of participation in IPE facilitator training and workshops on facilitators will be presented.

An IPE center created a data-driven, tiered recognition system for faculty and staff facilitators to formally recognize and reward their contributions to IPE, provide extrinsic motivation for participation, and maintain a pipeline of skilled IPE facilitators. Evaluation will include facilitator retention, satisfaction, and effectiveness.

In a foundation interprofessional education course, 275 students from nursing, pharmacy, medicine, and social work collaborated in a community hackathon to address operational challenges faced by a student-run healthcare clinic. The event generated 187 innovative solutions, fostering interprofessional teamwork, community awareness, and real-world problem-solving, aligning with course values.