Health Professional Curricula Research Articles

Teaching Future Dietitians Leadership: A General Needs Assessment

The needs of the patient population are characterized by more chronic or complex health problems and the health care delivery system is constantly undergoing transformation. While discussions among stakeholders about changing the health system are essential, there is a concurrent need to focus on health professions education. There is a need to understand how entry-to-practice standards are used to develop health professions curricula. Based on recent stakeholder consultations and workforce assessments conducted by Dietitians of Canada and provincial interest groups, an emerging area of dietetic competency appears to be leadership. The purpose of this research project was to gain a better understanding around how competency standards are utilized to develop health professions curriculum, with a focus on dietetic curriculum related to management and leadership. To meet this objective, a general needs assessment was conducted using five databases: CINAHL, PubMed, FSTA, Scopus, and ERIC. The ancestry method was incorporated with purposive sampled articles to find additional research articles. The following key terms were included in the search: health professions, dietetics, nutrition, management, leadership, education, curriculum, competency, entry-level. A review of the literature indicates that developing professional competencies in leadership can strengthen some health professionals’ capacity to take on certain roles through competency-based education. In addition, the long-term training effects result in an increase in specific competencies relevant for effective interprofessional collaboration. There is opportunity for pedagogical and practice-based activities to strengthen leadership abilities of future dietetic professionals.

Health students’ experiences of the process of interprofessional education: a pilot project

ABSTRACT The need for interprofessional education (IPE) in health science disciplines is a current global trend. However, despite international support and demand, IPE is still new to many health professions curricula in South Africa. Furthermore, while ample existing academic literature addresses commonly encountered barriers to IPE, there is still a need to investigate the dynamics and challenges associated with the process of implementing IPE at universities. IPE is not yet part of the formal curriculum at a faculty of health sciences at a South African Higher Education Institute, so a pilot project was conducted to investigate the experiences of an IPE process by students from different health professions toward informing the planning and implementation of IPE in the formal curriculum. To this effect, a multi-layered IPE project was piloted across pharmacy, nursing, social work, psychology, dietetics, and human movement sciences within this Faculty of Health Sciences. The aim of this research was to determine the dynamics between the different health professions by exploring and describing the students’ experiences of the IPE process. Theoretical case studies were presented to third-year students, who were grouped into interprofessional teams from the six different health professions at the Higher Education Institute’s health sciences faculty. Data were gathered from reflective journals over a five-week period and a questionnaire was administered at the end of the project. Data were analysed and evaluated based on the interprofessional learning domains listed in the IPE framework of the World Health Organization. All participating health professions students felt positive about the project and agreed that it provided them with valuable IPE experiences. However, their long-term participation and commitment presented difficulty in an already demanding curriculum. The interprofessional dynamics were influenced by the relevance of the scenarios presented in the case studies to the different professions, the students’ personalities and their previous experiences. Although the nursing students took initial leadership, contributions from the other professions became more prominent as the case studies unfolded. The findings indicated that the inclusion of different health professions in an interprofessional team should be guided by the specific scenarios incorporated to simulate interprofessional cooperation. The availability of the students and their scope of practice at third-year level should also be taken into account.

The Efficacy of an Antioppression Curriculum for Health Professionals.

Health professionals increasingly recognize the role that social determinants play in health disparities. However, little focus is placed on how health care professionals themselves contribute to disparities through biased care. We have developed a curriculum based on an antioppression framework which encourages health professionals to evaluate their biases and combat health care disparities through an active process of allyship. Teaching methods emphasize skill building and include lectures, guided reflections, and facilitated discussions. Pre- and postsurveys were administered to assess participants' confidence level to recognize unconscious bias and to be an ally to colleagues, patients, and staff. In total, we conducted 20 workshops with a total of 468 participants across multiple disciplines. The survey response rate was 80%. Using a paired t-test, the mean difference in the pre- and postsurveys revealed a statistically significant improvement across all measures. Participants showed the greatest improvements (large effect size d>0.8) in their understanding of the process of allyship, their ability to describe strategies to address, assess, and recognize unconscious bias, and their knowledge of managing situations in which prejudice, power, and privilege are involved. Results show that an antioppression curriculum can enhance health professionals' confidence in addressing bias in health care through allyship. For those who value social justice and equity, moving from the role of bystander to a place of awareness and solidarity allows for one's behaviors to mirror these values. Allyship is an accessible tool that all health professionals can use in order to facilitate this process.

The Integrated Clinical Education Strategic Initiatives Project-Development of Parameters to Guide Harmonization in Clinical Education: A Scoping Review.

Clinical education curricular models specifically related to integrated clinical education (ICE) vary across physical therapist education programs. The interconnectedness of ICE to the advancement of a shared vision for clinical education in professional physical therapist education needs investigating. The purpose of this scoping review was to: (1) define ICE, (2) define baseline expectations and parameters of ICE, and (3) discern and describe current ICE models. Databases accessed included Medline, MedlinePlus with Full, CINAHL, and CINAHL Plus with full text. A multimodal data collection scoping review was completed. Data collection included survey research, a systematic review of the literature, and a series of focus groups. The McMaster Critical Appraisal Tool assessed methodological study quality. A qualitative, metasynthesis approach was used for data synthesis. Consensus agreement produced results. Twenty-two articles were included in the literature review from the health disciplines of medicine, nursing, physical therapy, occupational therapy, and speech-language pathology. Data synthesis produced 8 parameters defining the factors essential to categorizing clinical education experiences as ICE in physical therapist education. The 8 parameters and ICE definition are supported by a description of models of ICE that currently exist within health profession curricula. Data synthesis followed a qualitative, metasynthesis approach. Themes emerged from the surveys, literature review, and focus group data. Patterns were compared, analyzed, and synthesized to generate the themes and ICE parameters. Selection bias from the literature search could have limited the richness of the model descriptions by unintentional exclusion of articles, and might limit the applicability of results beyond the United States. Sampling bias from survey and focus groups, although purposeful, might have limited a broader description of current viewpoints about ICE. However, the data sources, including multiple health profession perspectives coupled with consensus agreement, provide sound evidence in development of profession-based parameters. The results of this scoping review provide the profession with a standard definition of ICE and parameters that can guide a program in designing a curriculum using ICE experiences as a foundation. A recommended next step is to design education research studies using reliable and valid outcome measures across programs to determine impact and effectiveness of ICE as an educational intervention.

Health Literacy Education for Undergraduate Health Professions Students: A Call to Action.

In closing, it is our perspective that using prioritization of HL practices by Coleman et al. (2017) gives undergraduate educators a core HL curriculum. If educators adopt these eight priority practices as the curricular student-learning outcomes, they can then develop teaching approaches, determine reliable evaluation of student achievement, and finally standardize the evaluation of HL target behaviors. Educators new to the role of HL curricular design may find the prioritization work by Coleman et al. (2017) supportive as they seek administrative help to integrate HL in their undergraduate health professions curriculum.

Evaluation of a nursing and pharmacy student educational activity promoting interprofessional learning

BackgroundNurses and pharmacists are essential healthcare team members and must collaborate to provide safe and effective patient care. The purpose of this study was to evaluate nursing and pharmacy student views on interprofessional collaboration after completing an educational activity. Interprofessional education activityStudents participated in an interprofessional activity designed to improve empathy toward older adults and completed an open-ended questionnaire post-activity regarding their experience and views on interprofessional collaboration. Content analysis identified themes grounded in the responses. Students (n = 216) felt communication needed improvement (n = 31, 16.8%), were frustrated with fragmented care (n = 31, 16.8%), found interprofessional collaboration necessary (n = 37, 20.1%), and enjoyed the interprofessional experience (n = 17, 9.2%). DiscussionStudy results provide evidence for the inclusion of additional structured interprofessional activities into all health professions curriculum to emphasize collaboration, improve communication, and modify views in preparation for interprofessional practice.

The need for informed climate-health governance

PurposeThe purpose of this paper is to discuss the existing opportunity to educate future health professionals on the health impacts of climate change in order to facilitate more informed planning and health governance.Design/methodology/approachThe authors provide context for climate and health education and how it can lead to better-informed health governance, discuss how health can be used to motivate climate action, and provide examples of climate and health governance. In addition, they outline the climate and health educational components needed in health profession curricula and provide an example of an effort currently being implemented to support and coordinate climate and health education at health professions institutions.FindingsAlthough action to address the health impacts of climate change is taking place, more climate-health policy and informed governance is needed. In addition, climate and health education must be included in the curricula of all health professions institutions to provide critical know-how on this topic.Originality/valueThe authors seek to advance the discussion around the need for climate and health education in schools and programs of public health, medicine, and nursing to better prepare students for their future roles as health practitioners.

Patient Experience in Health Professions Curriculum Development.

To enhance student learning, many health profession programs are embracing involvement of patients in their curricula, yet little is known about the impact of such an experience on patients.Objective:To understand the experiences of patients who contributed to the creation of a Verbatim Reader’s Theater used in health professions curriculum.Methods:A semi-structured interview was conducted with a focus group of 3 patients who participated in curriculum development. The interview was recorded, transcribed verbatim, and analyzed for themes using van Manen approach to hermeneutic phenomenology.Results:Five themes emerged: (1) contextualizing contribution, (2) addressing expectations, (3) changing health-care service delivery, (4) sharing common experiences, and (5) coordinating participation.Conclusion:Patients had a positive experience contributing to curriculum development and found meaning in sharing their lived experience to shape the values of future clinicians. Strategies to promote continued success in partnership between patients and health professional curriculum developers include clear communication about the project’s direction and early discussion of patient role and expectations.

Using the multiple mini interview as an assessment strategy within the first year of a health professions curriculum

BackgroundThe multiple mini-interview (MMI) is a common assessment strategy used in student selection. The MMI as an assessment strategy within a health professions curriculum, however, has not been previously studied. This study describes the integration of a 5-station MMI as part of an end-of-year capstone following the first year of a health professions curriculum. The goal of the capstone MMI was to assess professional competencies of students and to offer formative feedback to prepare students for their upcoming clinical practice experiences. The purpose of this study was to evaluate the psychometric properties of an MMI integrated into a health professions curriculum.MethodsFive capstone MMI stations were designed to each evaluate a single construct assessed by one rater. A principal component analysis (PCA) was used to evaluate the structure of the model and its ability to distinguish 5 separate constructs. A Multifaceted Rasch Measurement (MFRM) model assessed student performance and estimated the sources of measurement error attributed to 3 facets: student ability, rater stringency, and station difficulty. At the conclusion, students were surveyed about the capstone MMI experience.ResultsThe PCA confirmed the MMI reliably assessed 5 unique constructs and performance on each station was not strongly correlated with one another. The 3-facet MFRM analysis explained 58.79% of the total variance in student scores. Specifically, 29.98% of the variance reflected student ability, 20.25% reflected rater stringency, and 8.56% reflected station difficulty. Overall, the data demonstrated an acceptable fit to the MFRM model. The majority of students agreed the MMI allowed them to effectively demonstrate their communication (80.82%), critical thinking (78.77%), and collaboration skills (70.55%).ConclusionsThe MMI can be a valuable assessment strategy of professional competence within a health professions curriculum. These findings suggest the MMI is well-received by students and can produce reliable results. Future research should explore the impact of using the MMI as a strategy to monitor longitudinal competency development and inform feedback approaches.

Using the multiple mini interview as an assessment strategy within the first year of a health professions curriculum

Using the multiple mini interview as an assessment strategy within the first year of a health professions curriculum

Impact of an interprofessional medication error workshop on healthcare student perceptions

BackgroundThe integration of interprofessional education (IPE) into health professional curricula is critical to ensuring safe and efficient delivery of patient care. The intent of this manuscript is to describe the results of a pilot study designed to evaluate the impact of a large-scale interprofessional medication error prevention workshop on student perceptions of team-based patient care in the prevention of medication errors. Interprofessional education activityPharmacy, medical, and physician assistant students’ perceptions of the role of multidisciplinary patient care teams in preventing medication errors were evaluated before and after participating in a three-hour interprofessional medication errors prevention workshop utilizing a modified version of the validated Attitudes Towards Health Care Teams Scale. DiscussionWhen comparing student attitudes among the three schools, statistically significant differences in student perceptions across the items and subscales (e.g., quality of care/process and physician centrality) captured in the instrument utilized were identified. Additionally, differences in the responses of pharmacy, medical, and physician-assistant students were found, highlighting the areas where healthcare education can be targeted to bridge the gap in opinion. ImplicationsWe demonstrated an overall positive impact of an interprofessional medication errors prevention-themed workshop on the attitudes of the participating healthcare students. Future directions and research initiatives focusing on the role of IPE and the influence of IPE workshops on team-based performance are indicated to validate the influence of this method of education on the attitudes of post-graduate healthcare trainees and healthcare practitioners.

Can 3D printed and virtual whole embryo models save embryology education?

Competent knowledge in embryology can establish a foundation for understanding gross anatomy and congenital anomalies, but instructional contact hours for embryology is currently at a minimum in health professional curricula. To complicate the matter, embryology is perhaps one of the most challenging subjects to teach and learn, due to the complex 4‐dimensional (4D) nature of development. With the advent of technology, more visual resources such as 3D figures and virtual embryo models are emerging. However, the educational efficacy of these resources is yet to be assessed systematically.An IRB‐exempt study was designed to evaluate the educational value of 3D virtual and 3D printed whole embryo models, produced from renderings of serial histological sections of a pig embryo. First year students in medical, dental and graduate programs who have not yet encountered the subject were recruited and each cohort was randomized into 3 experimental groups: group A received a 3D virtual embryo model with a handout for orientation; group B received a 3D printed whole embryo model and the handout; and group C received the handout only. All participants completed a prequiz and a post quiz before and after interacting with the experimental resources, followed by a survey. A total of 162 (56 medical, 80 dental, 26 graduate) students completed the study. Statistical analyses revealed that groups A (n=69) and B (n=37) performed significantly better on the post quiz compared to the pre quiz (11% increase each; A, p=0.002; B, p=0.04). Group C (n=56) pre vs. post quiz analytics were not statistically significant (7% increase; p = 0.09). The amount of increase in post quiz scores across the 3 experimental groups was not statistically significant (p=0.12), suggesting that handout alone may have some educational value. Analyses of cohort performance, independent of experimental grouping, revealed that graduate students' post quiz improvement was significantly higher (21%) than the other cohorts (p=0.0001); dental and medical students did not perform significantly higher on post quiz (8% each; p=0.11). Survey analyses illustrated a larger proportion of graduate students (96%) rating embryology important outside of their specific coursework, compared to medical (62%) and dental (37%) students. Despite these differences in performance and survey ratings, the majority of participants (81%) indicated that they value 3D resources for embryology and would recommend the production of other similar resources.This study demonstrates that 3D resources and a handout for embryology can lead to a measurable learning outcome in the absence of a didactic lecture. Further research may reveal the influence of intrinsic motivation on the use of the 3D and non‐3D resources for learning embryology, as well as new insights in student performance versus preference, and the value of embryology amongst future health professionals.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Evaluation of an interprofessional education program for advanced practice nursing and dental students: The oral-systemic health connection

BackgroundIn response to the growing body of evidence supporting the need for expanded interprofessional education among health professions, an interprofessional education program, based on the Interprofessional Education Collaborative Core Competencies, was piloted with nurse practitioner and dental students. ObjectivesThe purpose of this pilot study was to evaluate a technology enhanced interprofessional education program focused on the oral-systemic health connection for nurse practitioner and dental students. DesignA two-group comparative study using cross-sectional data and a quasi-experimental one-group pre-test/post-test design were used to evaluate students' knowledge of IPE core competencies, attitudes toward interprofessional education and interdisciplinary teamwork, and self-efficacy in functioning as a member of an interdisciplinary team. Setting and participantsThis program was implemented with master of science in nursing students pursuing a primary care nurse practitioner (NP) degree and dental students at a large urban academic health sciences center. Cohort 1 (N = 75) consisted of NP (n = 34) and dental students (n = 41) at the end of their degree program who participated in a one-time survey. Cohort 2 (N = 116) was comprised of second-year NP students (n = 22) and first-year dental students (n = 94) who participated in the IPE program. MethodsStudents participated in a multi-faceted educational program consisting of technology- enhanced delivery as well as interactive exercises in the joint health assessment course. Data were collected prior to the initiation and at the conclusion of the program. ResultsNurse practitioner and dental students who participated in the program had better self-efficacy in functioning as a member of an interdisciplinary team than graduating students who did not participate. Students from both nursing and dentistry who participated in the program had significantly improved self-efficacy in functioning in interprofessional teams from pre- to post-test. ConclusionAn interprofessional education program can be a valuable addition to the health professions curriculum of nurse practitioner and dental students. Care must be taken to address logistical issues when working with students in different academic programs.

Microbiology in Nursing and Allied Health (MINAH) Undergraduate Curriculum Guidelines: A Call to Retain Microbiology Lecture and Laboratory Courses in Nursing and Allied Health Programs.

This position paper presents the Microbiology in Nursing and Allied Health (MINAH) Undergraduate Curriculum Guidelines (Appendix 1) that were developed by a committee effort of the American Society for Microbiology (ASM). These guidelines differ from the 2012 General Microbiology Undergraduate Curriculum Guidelines presented by a separate ASM taskforce. The fact that some U.S. nursing programs are eliminating microbiology courses from their curriculum prompted the development of curriculum guidelines focused on nursing and allied health.Here we review: 1) factors that have shifted microbiology’s place in health professions curricula (with a focus on nursing associate degree programs); 2) resources to support microbiology’s inclusion in nursing and allied health programs; and 3) recommendations for maintaining microbiology as a full course (lecture and laboratory) in nursing and allied health undergraduate curricula.

Communicating medication risk to cardiovascular patients in Qatar

PurposePatient safety is gaining prominence in health professional curricula. Patient safety must be complemented by teaching and skill development in practice settings. The purpose of this paper is to explore how experienced pharmacists identify, prioritize and communicate adverse drug effects to patients.Design/methodology/approachA focus group discussion was conducted with cardiology pharmacy specialists working in a Doha hospital, Qatar. The topic guide sought to explore participants’ views, experiences and approaches to educating patients regarding specific cardiovascular therapy safety and tolerability. Discussions were audio-recorded and transcribed verbatim. Data were coded and organized around identified themes and sub-themes. Working theories were developed by the three authors based on relevant topic characteristics associated with the means in which pharmacists prioritize and choose adverse effect information to communicate to patients.FindingsNine pharmacists participated in the discussion. The specific adverse effects prioritized were consistent with the reported highest prevalence. Concepts and connections to three main themes described how pharmacists further tailored patient counseling: potential adverse effects and their perceived importance; patient encounter; and cultural factors. Pharmacists relied on initial patient dialogue to judge an individual’s needs and capabilities to digest safety information, and drew heavily upon experience with other counseling encounters to further prioritize this information, processes dependent upon development and accessing exemplar cases.Originality/valueThe findings underscore practical experience as a critical instructional element of undergraduate health professional patient safety curricula and for developing associated clinical reasoning.

Team-Based Learning Experiences of Fourth-Year Pharmacy Students in a South African University

Objective. To determine fourth-year pharmacy students' learning experiences with team-based learning (TBL) at a South African university. Methods. A survey composed of biographical data and quantitative questions focusing on student learning experiences was sent to students. There were 183 (91.5%) students who completed the survey. Results. Students had a positive experience with TBL and found it valuable and more worthwhile than traditional lecture methods, regardless of their initial negative perception of TBL. Students enjoyed working in multi-cultural, mixed gender teams. Conclusion. TBL is an effective teaching strategy to simulate the reality of health professions where practitioners are required to work in a team. TBL should be offered in more courses in health professions curriculum in South Africa to strengthen and promote efficient health care delivery.

Content validation of an interprofessional learning video peer assessment tool

BackgroundLarge scale models of interprofessional learning (IPL) where outcomes are assessed are rare within health professional curricula. To date, there is sparse research describing robust assessment strategies to support such activities. We describe the development of an IPL assessment task based on peer rating of a student generated video evidencing collaborative interprofessional practice. We provide content validation evidence of an assessment rubric in the context of large scale IPL.MethodsTwo established approaches to scale development in an educational setting were combined. A literature review was undertaken to develop a conceptual model of the relevant domains and issues pertaining to assessment of student generated videos within IPL. Starting with a prototype rubric developed from the literature, a series of staff and student workshops were undertaken to integrate expert opinion and user perspectives. Participants assessed five-minute videos produced in a prior pilot IPL activity. Outcomes from each workshop informed the next version of the rubric until agreement was reached on anchoring statements and criteria. At this point the rubric was declared fit to be used in the upcoming mandatory large scale IPL activity.ResultsThe assessment rubric consisted of four domains: patient issues, interprofessional negotiation; interprofessional management plan in action; and effective use of video medium to engage audience. The first three domains reflected topic content relevant to the underlying construct of interprofessional collaborative practice. The fourth domain was consistent with the broader video assessment literature calling for greater emphasis on creativity in education.ConclusionsWe have provided evidence for the content validity of a video-based peer assessment task portraying interprofessional collaborative practice in the context of large-scale IPL activities for healthcare professional students. Further research is needed to establish the reliability of such a scale.

Values-attributes needed to make Decisions in Health, from the Essential Functions of Public Health

It is understood as public health functions the set of actions that must be carried out with specific purposes, necessary for the achievement to improve the health of populations. The objective was in Analyze the values-attributes, honesty, knowledge, passion and social sensitivity from the execution of the essential functions of public health in our country Mexico decreed by PAHO in 1997. A systematic review of articles detected on the internet and a video titled [Medellin, From Fear to Hope] with the central theme Medellin Colombia the most educated, articles and critical analysis of our reality on the matter. It was found that in our country there are many areas of opportunity to carry out the essential functions of public health, corruption, non-knowledge-based employment or curriculum of health professionals, lack of passion for what they do linked with the lack of knowledge and therefore the lack of social sensitivity. In conclusion. The quality of the work based on values, honesty, knowledge, passion and social sensitivity is deficient derived from antivalores-corruption, so in addition, the execution of the essential functions of public health in our country is limited, for the same quality of poor health care.

Attitudes of health professionals and patients in a geriatric hospital towards patient involvement

Introduction: Patient centered care and the systematic involvement of patients in the care process is an imperative feature of Integrated Care. However, some dissent exist on how to achieve this goal while taking into account his medical and personal situation, values, knowledge and willingness to be involved. This can be a difficult process, especially in geriatric patients who are characterized by older age and the presence of two or more chronic conditions. At the same time, health professionals (HP) often have a high workload and therefore only limited time to invoke the necessary process to involve a patient. Therefore, we conducted a qualitative study on the potential conflicts between patients and HP in the process of patient involvement. This study was part of Project INTEGRATE, a European-wide project on identifying facilitators and barriers in the development and implementation of integrated care. Theory and Methods: The study was based on the concept of Patient Involvement (PI) as an interactive process between the patient and the HP in which both sides have their own concept of the current situation, needs and values. It consisted of a series of focus groups conducted in Germany with patients and HP regarding their attitude and perceived barriers in their communication with the aim of involving the patient in the care process in a large geriatric hospital. Results: Different concepts on how and why patients should be involved could be detected. While most HPs demonstrated a very task-specific attitude towards patient involvement, the patient themselves were very critical about the insufficient information flow regarding the care process and their condition as a whole. This led to conflicting viewpoints, misunderstandings and, consequently, to a level of mistrust on the side of the patients. Conclusions: The results of this study underlines the need of HPs to better understand the needs and the current state of knowledge of their patients. For this, teaching communication skills have to play a greater role in the educational process for HPs as well as the implementation of structured educational processes to increase the knowledge and health literacy on the patients’ side. Lessons learned: These results should give clinicians and researchers in the field of geriatrics and integrated care a better understanding of the underlying potential conflicts in the communication between patient and HP regarding the involvement of the patient. Limitations: As our study is limited to a qualitative approach and representing research from one geriatric hospital in Germany, the results should not be used to draw generalized conclusions. However, they should offer a deeper insight into the matter and provide a basis for the improvement of curricula for HP and the necessary basic information and health literacy for patients. Future research: Future research should concentrate on the interactive communication between patient and HP, especially in regard to geriatric patients as well as a suitable process for identifying the patients’ desire or willingness (or lack thereof) to participate in his own care process.

A ‘How-To-Guide’ for teaching and assessing Collaborator Role competencies in family medicine residency and health professional training programs

Introduction: Collaborative practice competencies are essential for safe, effective practice in today’s health care system. Providing learners with formal teaching and assessment opportunities is a requirement for accreditation in medicine and other health professional programs. However, identifying and assessing a trainee’s ability to competently collaborate in practice across educational contexts remains challenging. Further, without common assessment tools for collaborative practice teaching opportunities, ensuring comparability of collaborative practice learning experiences is difficult. To address these challenges, the College of Family Physicians of Canada tasked an interprofessional group of educators to develop a practical ‘How to Guide’ to support educators and facilitate practice change in how we assess and teach the Collaborator Role competencies. As educators, we are often required to work from a variety of educational frameworks: programmatic evaluation objectives, key and enabling competencies and clinical domains of care as examples. By leveraging specific observable behaviours of collaborative practice, the ‘How to Guide’ links these frameworks and provides practical strategies for teaching and assessing these behaviours across educational contexts. Through these practical tools and strategies for teaching and assessment we expect not only to facilitate these processes but also to encourage consistency of programming and to ensure that health professional learners are supported in the attainment of these collaborator competencies. Purpose: This interactive workshop is designed to support educators in medicine and other health professions with teaching and assessing collaborator competencies. With reference to the CanMEDS 2015, participants will reflect on how they teach and assess the collaborator role within their own contexts; compare these opportunities with collaborator role teaching and assessment strategies implemented in Canada; and consider how the ‘How to Guide’ for the Collaborator Role can support their teaching and assessment of collaborative practice competencies. Learning objectives: By the end of this workshop participants will be able to: 1. Identify opportunities to teach and assess the collaborator role in their teaching context. 2. Describe common teaching and assessment practices for collaborator role competencies 3. Access and apply the How to Guide to support their teaching and assessment of the collaborator role. Targeted Population and Stakeholders: Teachers / preceptors, program directors, health professional educators, medical residents and health professional learners, curriculum developers and assessment leads Timeline: This work took place from 2013 to 2016 to coincide with the release of the 2015 CanMEDS framework. The How-To-Guide will accompany the roll-out across Canada for the 2017 CanMEDS FM (Family Medicine) competency framework. Sustainability and Transferability: The How-To-Guide is relevant to all health professional educators in their role of preparing future health professionals to be competent to practice in integrated and interprofessional care models. The How-To-Guide was created by an interprofessional group of educators to ensure its relevancy to all health professional training programs. The guide is expected to be available for educators on an ongoing basis for the next decade. Its revision would likely coincide with the 10 year-review of the College of Physicians and Surgeons Canada CanMEDs framework in 2025. This workshop will be facilitated in both English and French.