Sessions

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.

Participants will learn how to develop an IPE Day in their own home institution. We will cover the successes and the learning opportunities we have seen through an interactive electronic deliverable that can be started on site, so as to return with a working document.

Interprofessional education through service learning and global health experiences for health profession students will be described including tools and examples. Participants will learn how students can become transformed practitioners through these experiences and use tools to apply to their own institutions.

IPE-ACTS is Emory’s interprofessional education program for students in the schools of nursing, medicine, and public health. IPE-ACTS allows students to focus on an issue impacting the health of Atlanta and work together using IPEC Core Competencies to create a novel approach to improve the health of vulnerable Atlanta communities.

Interprofessional collaboration is crucial in healthcare. The World Health Organization (WHO) emphasizes the need for interprofessional education (IPE) to address healthcare gaps. The Center for Interprofessional Practice and Education offers an Interprofessional Core Curriculum, completed by over 4,000 students from eight university campuses. The Nursing School at XX University is a major contributor. The IP Core curriculum, based on the IPEC Core Competencies (2023), equips learners with essential collaboration skills. It includes online modules and team learning experiences. Facilitators from diverse disciplines support the curriculum, but many lack effective facilitation skills. To address this, an online IP Facilitation course was developed, providing necessary training. The course uses interactive content and assessments to ensure learning outcomes. Learners receive a digital badge upon completion, indicating mastery of IP Facilitation. The study aims to evaluate the effectiveness of this online IP Facilitation Course.

Residents, fellows and doctoral students from five different academic health sciences programs train to facilitate in an interprofessional education program. Training, mentoring and evaluations were provided by co-facilitators and mentors in the first year of study. The goal is for advanced learners to become independent in their facilitation skills and IP leadership by the end of the first year and advance to independent facilitation and mentorship of a new group of mentees in their second year