Competency Attainment Research Articles

Evaluating a Competency-Based Blended Health Professions Education Program: A Programmatic Approach

ABSTRACT Introduction Competency-based education (CBE) programs usually evaluate student learning outcomes at a course level. However, a more comprehensive evaluation of student achievement of competencies requires evaluation at a programmatic level across all courses. There is currently insufficient literature on accomplishing this type of evaluation. In this article, we present an evaluation strategy adopted by the competency-based master’s degree program at the Center for Health Professions Education at the Uniformed Services University of Health Sciences to assess student achievement of competencies. We hypothesized that (1) learners would grow in the competencies through their time in the program and (2) learners would exhibit a behavioristic change as a result of their participation in the program. Materials and Methods The degree program at the Center for Health Professions Education conducts an annual student self-assessment of competencies using a competency survey. The competency survey data from graduated master’s students were collected, providing data from three time points: initial (pre-program survey), middle, and final (end-of-program survey). Open-ended responses from these three surveys were also analyzed. A general linear model for repeated measures was conducted. Significant effects were followed by post hoc tests across time. We also conducted post hoc analysis across domains to better understand the comparative levels of the domains at each time point. The responses to the open-ended prompt were thematically analyzed. Results Analysis of the quantitative data revealed that (1) learners reported significant growth across time, (2) learners had different perceptions of their competencies in each of the domains, and (3) not all domains experienced similar changes over time. Analysis of the free responses highlighted the impact of coursework on competency attainment and the behavioristic change in learners. Conclusions This study presents a strategic evaluation tool for course-based CBE programs that follow a traditional credit hour model. Programmatic evaluation of CBE programs should enable the inclusion of the learner’s voice and provide evaluation data that go beyond individual course evaluations.

A comparison of medical and pharmacy student perspectives of a clinical interprofessional home-visit versus a virtual interprofessional workshop.

Background: No Place Like Home is a clinical interprofessional education (IPE) activity whereby pharmacy and medical students conduct home visits under the guidance and supervision of a clinical preceptor to homebound patients. Purpose: We examined pharmacy and medical student perceptions of mastery of interprofessional competencies during an in-person clinical home visit pre-COVID-19 pandemic versus a virtual IPE learning activity consisting of didactic and case discussions in response to the global COVID-19 pandemic. Methods: We administered the same modified Interprofessional Collaborative Competency Attainment Survey (ICCAS) instrument, which uses a five-point Likert scale, to both the in-person and the virtual IPE students following their learning activity. Results: We received a total of 459 completed survey responses with an overall response rate of 84%. For both groups of students, the in-person format was preferred, however, to our surprise, the results indicated that students in the virtual group reported greater perceived gain in interprofessional skills than students in the in-person group. In addition, pharmacy students perceived greater gain from the interprofessional activity and offered more thoughtful reflections about their experience. Conclusions: Even though both groups of students preferred the in-person visit, the IPE objectives were equally (for medical students) or better (for pharmacy students) absorbed in the virtual environment than the in-person clinical home visit.

Development of a pilot interprofessional education workshop for healthcare students and assessment of interprofessional collaborative competency attainment

ABSTRACT We describe the development and student evaluation of a collaborative health service provider and higher education institution initiative designed to deliver an Interprofessional Education (IPE) pilot workshop program for healthcare students. The aim was to investigate whether an IPE workshop would result in improved student confidence in self-reported interprofessional competencies using the Interprofessional Collaborative Competency Attainment Scale (ICCAS) tool. The workshops involved interprofessional student groups working on a patient case followed by a facilitator-led discussion and patient representative interaction. There were three different voluntary, extra-curricular workshops. A total of 99 students registered, from 3rd to 5th year undergraduate and 2nd year graduate entry healthcare programs at a single Irish university in February 2022. Ninety-three post-workshop survey responses showed statistically significant improvements in the ICCAS subscales of Communication, Collaboration, Roles and Responsibilities, Collaborative Patient/Family-Centered Approach, and Team Functioning; Conflict Management showed less change. Students reported positively on the benefit of the patient representative, the workshop format, and the opportunity to collaborate with students from other professions. Our findings indicate that this was a beneficial and effective way to deliver IPE across a range of healthcare professions that led to improvements in self-reported interprofessional competencies.

Professional partners: Longitudinal interprofessional education events with pharmacy and nursing programs

Background and purposeFaculty from a school of pharmacy and a school of nursing developed a series of interprofessional education (IPE) events to create a two-year, longitudinal experience to maximize the time student groups would be able to work together. This paper outlines the activities created and the assessment tool utilized to evaluate the experiences. Educational activity and settingFour activities were planned for 43 pharmacy and 19 nursing students to cover topics encountered by both professions. These included Vitals Techniques, Medication Reconciliation, End of Life Care, and Enteral/Parenteral Nutrition. Each activity was evaluated by students using a modified Interprofessional Collaborative Competency Attainment Survey (ICCAS). FindingsThe most challenging part of creating this longitudinal experience was finding dates and keeping the groups the same from activity to activity. Despite this, the activities were well executed and for each event, over 95% of students completing the ICCAS survey agreed that the activities were appropriate and beneficial for IPE. Anecdotally, students enjoyed the experience and appreciated the group consistency over time. SummaryThe creation of a series of longitudinal IPE activities was successfully implemented between a school of pharmacy and a school of nursing.

Innovative Simulations to Support Nurse Practitioner Competencies: Pediatric Doorway Assessments

BackgroundSupporting acquisition of diverse and complex competencies implicit in nurse practitioner (NP) education requires innovative strategies which connect didactic knowledge and advanced clinical practice. MethodsFaculty collaboration led to the development and implementation of an innovative pediatric focused simulation. ResultsThis novel simulation supported attainment of core, population and specialty competencies in conjunction with the advanced-level Essentials competencies among diverse NP student learners. ConclusionTo balance the challenges of workload, budgets, distance education and student numbers with opportunities for active learning strategies which support student competency attainment, nursing faculty must re-envision and leverage existing resources. Strategies for low-resource simulations which can be adapted for increasing complexity across the curriculum offer unique opportunities.

Student Perceptions of Integrating Interprofessional Education and Overcoming Barriers: A Case Report

Context Health care education programs require interprofessional education (IPE) as a curricular requirement to prepare students for collaborative practice upon entrance to the field of health care. However, there are still barriers to integrating IPE, and there is a need for more research regarding athletic training student perceptions and learning from IPE education and how program faculty can overcome barriers to IPE. Objective The purpose of this case report is to examine how program faculty have overcome barriers to IPE within a professional-level, master’s degree–granting athletic training program (ATP) at a small liberal arts institution in the Midwestern United States. In addition, we investigated the students’ perceptions of IPE. Design We examined one ATP and how specific barriers to IPE were overcome, and student perceptions of IPE. Intervention(s) The ATP program faculty developed relationships with 3 different disciplines to develop and host 3 separate workshops. Collaborative workshops were designed with physician assistant, graduate mental health counseling, and undergraduate social work programs. We used the Interprofessional Collaborative Competencies Attainment Survey as a pre- and post-workshop assessment for student perceptions and learning. Results All participants reported higher scores after each workshop with no significant differences between the disciplines. Initial results from each workshop revealed no student benefited more than any of the other students. In addition, program faculty were able to overcome common barriers to achieve planned IPE within the ATP curriculum. Conclusions Health care is a collaborative field, and to ensure patients receive the best care possible, health care students must be educated in collaborative practice. While barriers exist to integrating IPE into health care education programs, faculty who collaborate with one another can overcome these barriers to develop meaningful IPE.

In-Person or Online? Exploring Student Pharmacists’ Perceived Change in Interprofessional Skills between Two Delivery Formats

The COVID-19 pandemic drastically changed how education is delivered. Many academic programs quickly transformed their curriculum to online distance learning. This rapid transition may have compromised the rigor and fidelity of these activities. The Interprofessional Standardized Patient Experience (ISPE) is an interprofessional education activity (IPE) involving a team of students from six different healthcare professions that switched to an online delivery format. This manuscript compares pharmacy students' perceived change in interprofessional skills between the two formats. Following the ISPE, second-year pharmacy students completed the revised Interprofessional Collaborative Competencies Attainment Survey (ICCAS-R). The ICCAS-R assesses the change in interprofessional collaboration-related competencies in healthcare students before and after IPE training using a retrospective pre-post approach. For each ICCAS-R item and each delivery format (44 in-person and 51 online), paired Student's t-test on pre- and post-ISPE scores, and Cohen's d were calculated. Every item of the ICCAS-R was significant (p < 0.001), regardless of delivery format. Nearly all ICCAS-R items had a large effect size, and the remaining items had a medium effect size. The amount of change pre- and post-ISPE for each ICCAS-R item was calculated. Student's t-test was used to compare the magnitude of change in interprofessional skills between the two delivery formats. Only one difference was noted between the two delivery formats-ICCAS-R item 16, which measured actively listening to interprofessional team members (p = 0.0321). When switching to an online format, the high-fidelity dimension of the ISPE was retained. The ISPE is an effective IPE activity at increasing pharmacy students' self-perceived interprofessional collaboration skills regardless of delivery format. Even though students reported the ISPE increased their ability to actively listen to the perspectives of interprofessional team members in both formats, the magnitude of the benefit was more profound in the in-person group.

Evaluating an interprofessional pharmacy and dental hygiene case-based learning activity with student reflections

Background and purposeInterprofessional collaboration between dentistry and pharmacy has great value but is often lacking in didactic and experiential education, particularly in dental hygiene programs. Educational activity and settingA case-based interprofessional assignment was implemented into the dental hygiene curriculum. Students reflected on their experiences and completed the International Collaborative Competencies Attainment Survey (ICCAS) to assess changes in self-reported interprofessional competencies following the activity. FindingsReflections revealed knowledge gain themes, with medication-related oral health concerns most frequent (53), followed by systemic adverse effects of medications (31), impact of systemic health on oral health (21), drug-drug interactions (17), and drug information (2). Additionally, students identified both future plans to collaborate with a pharmacist (25) and application of clinical knowledge gained (25). Scores from the ICCAS increased significantly in most of the domain statements following the interprofessional activity. DiscussionThis interprofessional education (IPE) activity increased student knowledge of the pharmacy profession and provided an experience with interprofessional communication. Students identified the impact of medications on oral health, as well as the value of interprofessional collaboration and communication. SummaryThis IPE activity positively impacted student perceptions of interprofessional collaboration with pharmacists.

Validation of the Interprofessional Collaborative Competency Attainment Survey (ICCAS) retrospective pre-test measures

ABSTRACT Establishing the effectiveness of IPE experiences is essential, and current assessment measures may be subject to various types of bias. The Interprofessional Collaborative Competency Attainment Survey (ICCAS) is administered after the learning experience as retrospective pretest and posttest measures of perceived collaborative practice skills. Because the ICCAS does not have an actual pretest, there are potential risks of recall bias and social desirability bias. To address these concerns, Jackson (2017) proposed conducting a true ICCAS pretest before the learning experience and examining the differences between the true and retrospective pretest scores and the differences between these pretest and posttest scores. This study design was implemented for two in-person Interprofessional forums conducted in the Fall (N = 745) and following Spring (N = 599) semesters. Students from 11 (Fall) and 12 (Spring) health professions education programs were included. True ICCAS pretest scores did not significantly differ from the retrospective pretest scores in either sample, although the effect sizes for pretest to posttest gains were slightly smaller for the true pretest scores. These results support and provide confidence for using the standard ICCAS administration methodology by demonstrating the administration methodology is not adversely impacted by recall or social desirability biases.

Edutainment in social studies learning: Can it develop critical thinking skills and creativity?

This study is a response to the current conditions of social studies teaching and learning in Indonesia, which are considered tedious, emphasizing low-level components of intellectual growth. Such conditions necessitate the development of the Social Sciences teachers’ creativity to create enjoyable learning that accommodates students' competency attainment. This study aims to investigate, analyze, and characterise edutainment-based social science learning innovations adopted in junior high school. Research and development were employed in the study. It began with a preliminary investigation, followed by constructing an educational entertainment model. According to the study's findings, there are three forms of edutainment development in social science education. These include instructional games, edutainment through the "If History" technique, and edutainment through creative writing techniques. These three methods were found to be promoting students’ participation in the learning process through engaging activities and exploring content familiar to the student's context. This type of research has the potential to develop a creative and innovative Social Science learning model in junior secondary education. Keywords: education in the social sciences, edutainment, learning model

Recovery of Skill Decay After COVID-19 Redeployments and Implications for Competency Attainment

IntroductionThe COVID-19 pandemic immediately interrupted procedural training. The lasting impact of reduced caseloads and service redeployments on procedural-resident training has been underexplored. This longitudinal study investigated the long-term perspectives of skill decay after short breaks in training and implications for ensuring resident competency attainment. MethodsWeb-based cross-sectional surveys distributed immediately after (June 2020) compared to 1 y after (July 2021) COVID-19 redeployments at two tertiary academic medical centers of an integrated health system in New York. Participants included general surgery, surgical subspecialty, and anesthesiology residents and faculty. ResultsFifty-five residents and 33 faculty completed the survey. Ninety-point nine percent of residents and 36.4% of faculty were redeployed to COVID-ICUs. Sixty-three-point seven percent of residents and 75.0% of faculty reported a reduction in resident technical skills in the short-term, with significantly less (45.5% of residents and 21.2% of faculty) reporting persistent reduction in technical skill after 1 y (P = 0.001, P < 0.001). Seventy-five percent of residents and 100% of faculty were confident residents would be able to practice independently at the conclusion of their training. Sixty-five-point five percent of residents and 63.6% of faculty felt that residents experienced a durable improvement in critical care skills. Residents also reported a positive long-term impact on professional core competencies at 1 y. ConclusionsLongitudinal surveillance of residents after COVID-19 redeployments suggests washout of temporary skill decay and return of resident confidence upon resumption of traditional training. This may provide insight into the impact of other short-term training interruptions on resident skill and promote greater resident support upon training resumption to ensure competency attainment.

An Innovation Sprint to Promote Problem-solving and Interprofessional Skills Among Pharmacy and Public Health Students

Objective. Innovation sprints are a novel pedagogy where small groups of students find creative solutions to problems. The purpose of this study was to extend our understanding of innovation sprint pedagogical design by investigating the impact of an innovation sprint on Doctor of Pharmacy (PharmD) students' and Master of Public Health (MPH) students' interprofessional collaboration and problem-solving skills. We hypothesized that the innovation sprint would increase student self-efficacy and that interprofessional collaborative behaviors would be demonstrated by individuals on a team.Methods. MPH and third-year PharmD students were assigned to teams and participated in a required two-hour innovation sprint. Faculty observed student teams and evaluated their interprofessional collaboration skills using a rubric modeled after the Modified McMaster-Ottawa Scale. Students completed a postprogram survey assessing their interprofessional collaborative behaviors and attitudes toward the innovation sprint.Results. Of the 133 students participating in the innovation sprint, 127 completed the postprogram survey (response rate=95%). Faculty determined that 123 students (92%) met the interprofessional collaboration competencies. The mean interprofessional collaborative competencies attainment survey scores increased for both PharmD and MPH students. Qualitative analyses highlighted themes of interprofessional collaboration and problem-solving skills that students valued. Overall, students enjoyed working with each other and engaging in creative problem-solving.Conclusion. An interprofessional innovation sprint involving PharmD and MPH students demonstrated a positive impact on student self-assessed interprofessional collaboration and problem-solving skills. Further, faculty observed a high rate of interprofessional behaviors within student teams. Based on these findings, an innovation sprint may be an effective pedagogical tool to enhance students' skills in these areas.

Interprofessional team-based education: A comparison of in-person and online learner experiences by method of delivery and health profession.

Building capacity for teamwork, communication, role clarification and recognition of shared values is essential for interprofessional healthcare workforce development. Requirements to demonstrate interprofessional practice competencies have coincided with pivots to online delivery. Comparison of in-person and online delivery models for interprofessional education is important for future curriculum design. This article presents an evaluation of in-person and online delivery modes for interprofessional team-based education and compares learner experiences across different health professions. Students from 13 health professions (n=2236) participated between Spring 2020 and Fall 2021. In-person and online delivery models were compared, assessing learner perceptions of efficacy for interprofessional practice, using reflective pre-post responses to the Interprofessional Collaborative Competency Attainment Scale (ICCAS). Mean ICCAS scores improved for in-person and online delivery (0.79 vs 0.66), with strong effect (Cohen's D 2.03 and 1.31 respectively; p<0.001). Statistically significant differences were observed across professions, although all experienced ICCAS score improvements. Logistical benefits were evident for online delivery. In-person and online interprofessional team-based education can provide valuable learner experiences for large student cohorts from multiple professions. ICCAS score differences should be weighed against potential logistical benefits of online delivery. Timing of delivery and determinants of differences in student response across professions warrant evaluation for future curriculum design.

Impact of Interprofessional Student Teams at a Remote Area Medical Event in Rural Appalachia.

Education in interprofessional collaboration is vital to expand healthcare access, especially in areas of higher disparity. To address this need, interprofessional faculty collaborators incorporated undergraduate and graduate health profession students into teams at an annual Remote Area Medical event in rural Appalachia between 2017 and 2020. This article evaluates the impact of an interprofessional student teams model on both patient care experience and students' interprofessional collaboration attitudes and behaviors. Student volunteers completed pre- and post-event surveys containing questions about demographics, open-ended questions, and questions from two instruments: the Student Perceptions of Interprofessional Clinical Education-Revised Instrument, Version 2 (SPICE-R2) and the Interprofessional Collaborative Competency Attainment Scale-Revised (ICCAS-R). Quantitative data were analyzed statistically; qualitative data thematically. Tally forms collected patient care interventions that were compared to regional health disparities. Two years of survey data and four years of intervention data were analyzed. There was an increase (p < 0.001) in the post-event survey SPICE-R2 factors (teamwork, healthcare outcomes, and roles and responsibilities) in 2020 but not in 2019. ICCAS-R mean post-event composite scores increased (p < 0.05) in both 2019 and 2020. Qualitative coding of open-ended responses revealed interprofessional competency themes and provided event feedback. Over 5,900 health-disparity-focused interventions were completed between 2017 and 2020. Students participating in interprofessional teams demonstrate changes in attitudes towards the interprofessional approach to care, an improved ability to collaborate interprofessionally, and a positive impact on patient care interventions. The findings allow educators to understand how experiential interprofessional education influences students' interprofessional attitudes and beliefs while benefitting patient care.

Training health service psychology students in an in-person and telehealth integrated behavioral health service delivery model in primary care.

Telehealth has become an integral part of integrated behavioral health (IBH) service delivery in light of the global pandemic. In order to accommodate the rapid changes in service delivery, integrated behavioral health settings have transformed to provide services via telehealth alongside in-person services. While traditionally believed to be an in-person model, this article demonstrates the potential for using telehealth technology to continue offering training and service delivery in an IBH setting in response to the COVID-19 pandemic and beyond. The purpose of this catalyst report is to describe an IBH service delivery and training model including creative adaptations to the model using telehealth and present an evaluation plan of health service psychology trainee experiences. A mixed-methods design will be used to capture student experiences and competency. Data methods will include interviews with participants (qualitative) and the Interprofessional Collaborative Competency Attainment Survey (quantitative). (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Health disparities early learner simulation to improve interprofessional competencies

To date, interprofessional simulation has predominantly focused on advanced learners and practicing providers with a focus on application of medical knowledge. Our study sought to create and evaluate an interprofessional simulation for early learners in an experiential setting. First-year medical and pharmacy students, and second-term accelerated undergraduate nursing students participated in a face-to-face simulation focused on health disparities to improve interprofessional teamwork and communication skills. Student self-perceived competence was measured through completion of the Interprofessional Collaborative Competency Attainment Survey-Revised (ICCAS-R) (1 = poor; 3 = good; 5 = excellent), which was administered after simulation completion in a retrospective pre-/post-test manner. Activity assessment questions and students’ comparative ability to collaborate interprofessionally were also evaluated at the conclusion of the simulation. A total of 351 students participated in the simulation (178 medical, 41 accelerated undergraduate nursing, and 132 pharmacy). A significant increase in mean total (SD) ICCAS-R scores was seen in all students from 3.3 (0.6) to 4.0 (0.6) ( p < 0.001). Analysis of the six mean subscale scores (communication, collaboration, roles and responsibilities, patient-centered care, conflict management, and team functioning) for all student disciplines revealed a significant increase in self-reported interprofessional competencies ( p < 0.001 for all subscales). When asked to compare one's ability to collaborate interprofessionally now compared to prior to the simulated learning activity, 83% of students reported their ability as somewhat better or much better now. Medical, accelerated undergraduate nursing, and pharmacy student participation in an early learner simulation activity focused on teamwork, patient-centered care and health disparities, led to significant increases in self-reported interprofessional competencies.

The transfer of interprofessional learning to the clinical environment following a high-fidelity simulation experience in undergraduate nursing and medical students: A curricular resource

The incorporation of simulation into interprofessional education is an important tool to strengthen teamwork, communication skills, and student's understanding of their roles and responsibilities in an interprofessional team. This curricular resource describes a one-time, Basic Life Support interprofessional simulation experience developed for third year medical and senior nursing students that occurred throughout an academic year. Students were given a modified version of the revised Interprofessional Collaborative Competency Attainment Survey within one week following the experience. Thirty days after participation, students were sent another survey designed for reflection on their clinical experience following the interprofessional simulation. Learning objectives were met as improvements in the Communication and Roles and Responsibility domains were noted. Multiple themes emerged from the 30-day survey surrounding clinical experiences including awareness of the importance of communication and roles, the use of Situation, Background, Assessment, Recommendation, and closed-loop communication. Overall, students improved their short-term perceptions of interprofessional skills and transferred learning experiences from the simulation lab to the clinical environment after a 30-day period following a single interprofessional simulation experience.

Evaluation of student-perceived competence of interprofessional working in Gerodontology.

To evaluate pharmacy, dental and dental therapy undergraduate students' perceived competence of interprofessional working before and after attending an interprofessional education (IPE) Gerodontology workshop. Whilst there is international recognition of the importance of collaboration between the dental profession and systemic healthcare providers to enhance patient care, there remains a paucity of research into IPE in Gerodontology. Pharmacy, dental and dental therapy undergraduate students attended a 2-hour Gerodontology case-based workshop. Students completed anonymised Interprofessional Collaborative Competencies Attainment Surveys (ICCAS) before and after attendance. 108 questionnaires were received, 7 were withdrawn (1 incomplete with only pre-workshop side completed, 6 did not identify degree programme). From 101 included questionnaires, 37 were from pharmacy, 56 dental and 8 dental therapy students resulting in response rates of 84%, 82% and 67%, respectively. Each student group recorded an increase in positive reflective competence median (IQR) after taking part in the workshop. Overall median (IQR) reflective competence before the workshop was 6 (1), 5 (2) and 6 (2) for pharmacy, dental and dental therapy students, respectively, which increased to 7 (1) for all groups. There was variability in reflective competence before attending the workshop between dental and pharmacy students for two questions, and dental and dental therapy students for two different questions. All students reported increased reflective competence of interprofessional working following the workshop. These findings suggest that introduction of IPE events into Gerodontology curricula may improve student understanding and appreciation of interprofessional working when providing care for older people.

Unintended Consequences of a Transition to Synchronous, Virtual Simulations for Interprofessional Learners.

The coronavirus pandemic shifted in-person environments to virtual environments. Little is known about the effectiveness of fully synchronous, virtual interprofessional education (IPE). This study aims to compare two IPE cases that occurred in-person pre-pandemic and virtual during-pandemic. Two cases are analyzed: a medical error care and a charity care case. Participants were students from various health science disciplines. Assessments were captured through The Interprofessional Collaborative Competency Attainment Survey (ICCAS). Effect sizes were calculated for the pre-and post-surveys and analyzed using Cohen's d for independent samples. From the in-person collection period, a total of 479 students participated in the medical error simulation and 479 in the charity care simulation. During the virtual collection period, a total of 506 students participated in the medical error simulation and 507 participated in the charity care simulation. In the data for the virtual simulations, the medical error case study maintained a large effect size (0.81) while the charity care simulation had a lesser impact (0.64 effect size). Structural details of the patient cases may be a critical variable. Future research is needed to better understand how health science students can obtain more training to notice the subtle cues from patients assessed through telemedicine modalities.

45 INTERPROFESSIONAL EDUCATION AND COLLABORATIVE PRACTICE IN FRAIL OLDER PERSONS’ CARE

Abstract Background Frail older adults present with complex care needs. Inter-Professional Education (IPE) is a means of creating a practice-ready workforce to improve patient safety and healthcare outcomes. A Steering Group was established comprised of acute and community clinicians, members of the Health Service Executive, service user, students and members of all Schools in the College of Medicine and Health in an Irish University (Medicine, Nursing and Midwifery, Pharmacy, Public Health, Clinical Therapies and Dentistry) to evaluate the effectiveness of IPE. A workshop dedicated to the management of frail older adults occurred for multidisciplinary healthcare students as part of a suite of three IPE workshops. Methods The validated ‘Interprofessional Collaborative Competencies Attainment Survey’ (ICCAS) evaluated student views of IPE pre- &amp; post-workshop. This workshop involved a case-based study and facilitated discussion with involvement of frail older adult service users. One service user was in a rehabilitation unit post hospital admission, the other was living well at home. Their participation occurred using an online platform, supported by a consultant geriatrician in the rehabilitation unit and a relative for the home-based service user. Results Student scores on the six subscales of the ICCAS (communication, collaboration, roles and responsibilities, collaborative patient-centred approach, conflict management and team functioning) were compared. Scores in all categories achieved statistically significant increases after completion of the IPE workshop. The greatest positive change was observed in collaborative patient-centred approach with pre-workshop scores increasing from a mean of 2.61 to 4.25 (p&amp;lt;0.05). Conclusion This initiative explored the inclusion of a frail older adult workshop in the higher education setting. Older adults had an opportunity to share their lived experiences. Evaluation of this IPE initiative will inform future IPE activities to be incorporated into undergraduate education programmes. Similar IPE models can be replicated nationally to enable and enhance team-based working and integrated care.