Interprofessional Education Team Research Articles

Social work involvement on student interprofessional teams: a qualitative investigation

ABSTRACT Social workers on interprofessional teams help highlight the mental health aspects of wellness and alert teams to potential social barriers to care. Social work students have been valued in new interprofessional education (IPE) initiatives across the United States; however, researchers have shown that social work practitioners often feel outside of and not valued by interprofessional teams. Social work student reflections were analyzed as research data to explore experiences on student IPE teams. This was an inductive, qualitative study informed by literary analysis methods, reading for power dynamics and implicit bias. This analysis uncovered social work students holding on to stereotypes of other professions as well as detrimental stereotypes of their own profession. Displays of respect for social work and early opportunities for successful advocacy allowed social work students to feel confident in their role and encouraged participation. This study considers how social work participation can be encouraged on interprofessional student teams.

Technology-Enabled Visualization of Team Typologies at a Multi-Institutional IPE Event

Background: Preventable medical errors caused by ineffective teamwork are substantial contributors in the majority of patient harm events. Nonetheless, the interprofessional education (IPE) research to date has not reported on within-group interactions and discourse to determine if students in IPE teams are practicing effective teamwork at IPE events. Purpose: The overall objective of this mixed methods study was to develop IPE team typologies based on a multi-institutional IPE event in order to characterize and provide actionable knowledge for improving IPE teamwork. Methods: A total of 127 students and 18 faculty, representing eight pre-professional programs and three universities, participated in this study. The IPE teams were videotaped during their case-solving work. These recorded sessions were analyzed using a mixed methods design that included event-based scoring for cognitive level and team behaviors and development of IPE team typologies using a constant comparative analysis (open, axial, and selective coding) of 14 IPE teams during the process of developing care plans for novel patient cases. Team typologies were cross-validated with the current literature. Discussion: Four IPE team typologies emerged: Facilitated, Cohesion, Consensual Validation, and Silo Mentality (listed in rank order from most to least effective). Only the Facilitated team type demonstrated effective teamworking behaviors. Decreasing team effectiveness was met with a dose-dependent, concomitant decrease in average cognitive level and beneficial team behaviors. Conclusions: The results of this study provide the knowledge required to implement recommendations for targeted interventions to improve IPE teamwork. Effective teamwork is crucial to optimal patient care; therefore, future research should critically analyze and seek to improve IPE teamwork in order to prepare a practice-ready next generation of healthcare professionals.

Qualitative analysis of advanced pharmacy practice experience goals

IntroductionThis study identified advanced pharmacy practice experience (APPE) activities students wish to pursue via a qualitative analysis of goal setting. It also aimed to understand student goal setting alignment with core Entrustable Professional Activities (EPAs). MethodsSMART (specific, measurable, achievable, realistic/relevant, time-bound) goal data were reviewed, analyzed, and coded to develop an inductive thematic analysis. Overall frequency of SMART goal coding themes was analyzed using descriptive statistics, along with frequency of themes based on rotation type. Relative percentages of each rotation type were compared. A crosswalk between themes and EPA was created post-coding. ResultsSeveral themes among student SMART APPE goals from one complete academic year were identified (n = 79). A total of 1690 SMART goals were categorized into 22 themes. The top five most frequently utilized themes represent 60.6% of all goals, and included “Assess, Select, Recommend Therapy” (19%); “Patient Communication” (15.4%); “Foundational Knowledge” (12.4%); “Interprofessional Collaboration” (7.9%); and “Workflow, Roles and Responsibilities” (6%). The core EPA Patient Care Provider Domain was most common and accounted for 46.4% of SMART goals. The remainder included Information Master (18.8%); Practice Manager (16.1%); Interprofessional Education Team Member (7.9%); Population Health Promoter (6.6%); and Self-Developer (3.6%). ConclusionsOur analysis revealed that students set goals in alignment with the profession's primary focus of providing direct patient care however some EPAs were infrequently citied by students in their goal setting process which may mean there is less focus on these important skills.

Creating an Interprofessional Education Experience for Pre-service Education and PK-12 Schools

As educators of pre-service school librarians, we focus on facilitating collaboration with the entire school community. Other helping professions have a similar focus, often termed interprofessional practice. Pre-service educators and other health and human resources professionals need to be taught how to work as part of an interprofessional collaborative team. The Interprofessional Education team at Longwood University developed a model for interprofessional education at Longwood University. Background information, specific steps, and tips for success are shared for institutions or PK-12 schools interested in implementing a similar experience.

Enhancing Geriatric Workforce Competency: Impact of 3 Distinct Geriatric Interprofessional Education Programs

INTRODUCTION An aging population with increasingly complex health care needs necessitates a diverse health care workforce prepared to deliver geriatric care in interprofessional teams. It is unclear what educational approaches effectively prepare health professions students for such practice. This study examines two indicators of preparedness for students from seven professions who participated in at least one of three geriatric interprofessional education (IPE) programs, reflecting different educational strategies. METHODS Four cohorts of students (n=697) completed pre-post surveys assessing indicators of preparedness for geriatric interprofessional practice. These included self-reported 1) familiarity with the roles and responsibilities of other health professions and 2) their capability to conduct common geriatric health assessments. RESULTS Students in two programs, and those who participated in multiple programs, reported statistically significant gains in familiarity with other professions (range: familiarity with 0.73 to 1.55 more professions). Students in all three programs, and those in multiple programs, reported gains in their self-reported capability to conduct geriatric health assessments (range: capability with 1.38 to 3.15 more health assessments). DISCUSSION Each program helped students prepare for future team practice. The gains appeared largest in the program that involved the most direct contacts with an older adult in a community setting. Gains were also larger for students who participated in multiple programs. This suggests that both direct contact with older adults, dose of IPE exposure, and composition of IPE teams may be particularly important in training future health care professionals.

Socialisation into interprofessional teams: A mixed-methods study among early health professional learners who engaged in a teams and teamwork module / Sozialisierung in interprofessionellen Teams: Eine Mixed-Methods-Studie zum Effekt eines Team- und Teamwork-Moduls bei Auszubildenden im Gesundheitswesen

Abstract Introduction Early health profession learners hold stereotypes about their own and other professions. Socialising students through interprofessional education (IPE) early in their training facilitates the development of their beliefs and values surrounding their professional and interprofessional identities. This study evaluates the effect of a 3-week, virtual IPE intervention in early health professional learners. Methods Students reflected on their functioning as an interprofessional team through discussion and written prompts which were coded by two faculty members for themes and trends. Exposure to developing an interprofessional identity and socialisation within an IPE team were measured through pre- and post-intervention surveys containing the Interprofessional Socialisation and Valuing Scale (ISVS). Results Students increased their positive attitudes towards IPE from pre- to post-intervention module as well as socialisation and readiness across all ISVS subscales: self-perception of working together, value, and comfort (all p < .001). Students reflected that ‘taking time to get to know each other’ (n = 23 teams; 42%) and ‘allowing everyone to contribute’ (= 17; 31%) were key factors for team development. Individual reflections on what students would work on the next time they worked in an interprofessional team revealed ‘communication’ as important (n = 87; 45%). Discussion Health profession students who engaged in the module reflected on how their interprofessional team functioned and identified what helped or hindered them to work as a team. The opportunities to reflect on how their own professional identity within the context of an interprofessional team led to evidence of socialising into an interprofessional team. Students who are challenged to socialise into a team early in their education will better understand their beliefs and values surrounding interprofessional collaboration.

Measuring the impact of the national Train-the-Trainer Interprofessional Team Development Program (T3-ITDP) on the implementation of interprofessional education and interprofessional collaborative practice

In order to prepare current and future educators and clinicians to lead interprofessional education (IPE) and interprofessional collaborative practice (IPCP), faculty and staff need training in collaborative approaches to developing, implementing, assessing, and sustaining high quality IPE across the interprofessional learning continuum. The Train-the-Trainer Interprofessional Team Development Program (T3-ITDP) is a 3.5-day program designed to develop expert IPE teams through interactive workshops, coaching, and the development and implementation of an IPE or IPCP (IPECP) project for their home institutions. The purpose of this research was to assess the impact of the T3-ITDP on the development and implementation of IPECP projects by participating teams. The T3-ITDP impact survey was created and administered to collect data on the scope and impact of participant teams' projects, including learner and project outcomes, training methods, dissemination plans, assessment strategies, and teams' intentions to continue working together beyond the initial project. With human subject's approval, we invited 55 T3-ITDP participant teams to complete the impact survey. These teams were at least one year post-completion of the in-person portion of the program and thus had time to initiate their IPECP projects. Forty-one (74.5%) teams responded to the survey. Of those teams, 31 (76%) used T3-ITDP content and/or approaches to develop their IPECP projects that targeted learners across the interprofessional learning continuum. Sustainability of IPECP projects was supported through several mechanisms, including institutional support or incorporating IPECP activities into existing courses. Almost half of the teams worked together on new projects, and 74% of teams planned to repeat a newly developed activity. Results of the T3-ITDP impact survey demonstrated that team-based, project-focused professional development catalyzed the development, implementation, and sustainment of new IPECP projects at academic and community institutions throughout the U.S.

Dental hygiene and public health students' perception of an online interprofessional education applied learning activity.

To pilot an online interprofessional education (IPE) applied learning activity (ALA), to understand students' socialization and values towards IPE teams, and evaluate the IPE learning activity for future implementation. A pre-and post-test design was used to assess interprofessional socialization and values utilizing the (ISVS-9A/9B) surveys before and after the IPE ALA among dental hygiene (DH) and Master of Public Health (MPH) students (n=86). Three statements from the ISVS-9A/9B surveys were not included due to the nature of the activity. The IPE ALA was a case study related to a federally funded community health center seeking funding for a dental van within 14 local targeted communities (i.e., children, senior citizens, special needs). Student groups were randomly assigned to one targeted community and completed questions that required application of prevention, systems thinking and management and solutions of oral health issues. Students collaboratively developed an executive summary and presentation through an online learning platform. A total of 73 DH (n=38) and MPH (n=35) students (84.8% response rate) completed the ISVS 9-A (modified), and 57 students DH (n=33) and MPH (n=24) students (66.3% response rate) completed the ISVS-9B (modified) and IPE activity evaluation. A positive change (pre-post) was observed based on the students' responses (p<0.05) and 64% agreed that the skills obtained from the IPE ALA would help them in their careers. Overall, student learners' ISVS toward IPE improved after engaging in the online ALA. The use of online platforms is one low resource strategy to integrate IPE experiences into allied health and dental education.

Use of a Structured Approach to Develop Best Practices in Interprofessional Education.

Providing interprofessional education (IPE) is mandated by accrediting agencies for health professions education; however, pedagogical, logistical, and financial challenges exist in implementing and sustaining high-quality IPE. After executing several IPE activities, an IPE team developed a structured approach for organizing, sustaining, and ensuring high-quality IPE. This article introduces the Design-Implement-Assess-Modify (DIAM) Model. A portfolio spreadsheet was developed and includes components from each of the DIAM phases. The team documented characteristics from five IPE activities conducted annually for 5 years and tracked progress. The DIAM approach has allowed the team to develop a detailed and living portfolio to design, implement, assess, and modify several IPE activities across different professions. This approach has led to the intentional planning and development of multiple IPE activities that include the integration of standards of best practice and accreditation, while preparing practitioners for collaborative practice. [J Nurs Educ. 2021;60(6):309-316.].

Improving Interprofessional Competencies and Anatomy Education of Health Profession Students in a Virtual Platform

Currently, most interprofessional education (IPE) opportunities occur in a clinical setting during professional practice despite increased efforts to include them in health profession curriculums. Students get very little exposure to IPE competencies and the curricula continues to be carried out largely in school-specific silos. Clinically relevant problems such as the detection of the Persistent Median Artery (PMA) and its possible contribution to Carpal Tunnel Syndrome (CTS) and other forearm/hand disabilities may require interprofessional collaboration from students in medical (MED), occupational therapy (OT), and physician assistant (PA) programs to improve patient outcomes in their future health profession careers. We hypothesized that basic anatomy education, exposure to IPE competencies and hand sensibility testing (HST) can be performed effectively in a virtual platform to promote IPE and increase student awareness of a vascular anomaly, PMA, that may contribute to CTS. Select cohorts of MED, OT, and PA students were recruited to form student IPE healthcare teams after receiving IRB approval for this study. Student volunteers participated in this study over Zoom sessions. All student volunteers completed pre-training and post-training assessments to measure the effectiveness of the didactic aspects of training and attainment of IPE competencies. Student IPE teams were assigned to work on a clinical scenario and were encouraged to take advantage of each team member's professional expertise, training and knowledge to determine a likely diagnosis and possible clinical treatments for the hypothetical patient. Preliminary data show an increase in student-perceptions on 16 of the 26 statements related to the IPE core competencies. 100% of students felt that participation in this project increased their knowledge of CTS. 74% of students strongly agreed that they could contribute to an informed differential diagnosis appropriate to the clinical scenario by integrating the knowledge and experience of members of their interprofessional team. 67% agreed or strongly agreed that participation in the activity increased their awareness about the importance of cultural competency in patient care. Correct student responses to the anatomy and training questions increased from the pre- to post- assessment in most of the questions asked. Student participation in IPE healthcare teams promoted and encouraged the effective practice of IPE core competencies. In addition, this IPE activity in a virtual platform also promoted an understanding of HST and awareness about the PMA and its possible role in CTS.

Developing Inter-Professional Education Initiatives to Aid Working and Learning BetweenVeterinarians and Veterinary Nurses/Vet Techs.

The veterinary workplace consists of different professionals working together in inter-professional teams. Previous work has explored the benefits of effective veterinary teamwork for multiple stakeholders. In this teaching tip article, we outline the underlying educational theories and tips for developing inter-professional teaching to foster students' appreciation of the different roles and responsibilities of veterinarians and veterinary nurses/vet techs. Inter-professional education (IPE) requires students to learn with, about, and from each other and implies recognition of social learning as an underpinning approach. It involves developing learning opportunities to address students' potential misunderstandings of each other's motivations, to allow them to explore issues present in the other profession's practice, and to clarify sometimes overlapping roles and responsibilities. Students are given opportunities to explore the complexity of inter-professional teamwork in a safe environment using real-life topics as context for their collaboration. Two veterinary examples of IPE at the Royal Veterinary College (RVC) are provided to explore different teaching methods and topics that have proved successful in our context: dentistry and directed learning scenarios. We describe how RVC has developed an IPE team consisting of faculty members who champion IPE, which has, in turn, inspired students to create a student-led IPE club, hosting extracurricular educational events. This is an example of an effective student-teacher partnership. A number of challenges exist in embedding IPE, but the benefits it offers in integrating clinical and professional elements of the curricula make it worthy of consideration.

An Academic Midwifery Fellowship: Addressing a Need for Junior Faculty Development and Interprofessional Education.

The University of Colorado College of Nursing crafted a midwifery fellowship to address a local need to recruit junior faculty into a large practice caring primarily for an underserved, at-risk population. Additional goals for the fellowship included promoting retention and development of interprofessional education teams. The curriculum design drew heavily from 2 national initiatives: (1) the Institute of Medicine's call for nursing residencies to support the transition to advanced practice and build expertise in navigating health systems and caring for patients with complex needs and (2) the American College of Obstetricians and Gynecologists and American College of Nurse-Midwives collaboration to address maternity care workforce shortages by building clinically-based interprofessional teams. The fellowship uses Melei's transitions theory and Jean Watson's Theory of Human Caring as frameworks to understand the fellows experience in the 12-month program. Fellow competencies concentrate on 7 core components: clinical, professional, intrapersonal, mentorship, interprofessional, low-resource setting, and leadership. Program evaluation is in process with the aim of understanding if the fellowship improves confidence and competence for the newly graduated nurse-midwife, and a change in attitude toward interprofessional teams. Of the 5 fellows who completed the midwifery fellowship over 4 years, 2 now have faculty positions within the practice and 4 of the 5 were offered positions. Common themes from the fellows' reflection journals and mentorship meetings include the importance of mentorship in clinical and professional growth. Further program evaluation is needed to better understand the efficacy of program components in meeting the objectives to recruit and retain faculty and promote interprofessional education. Academic midwifery fellowships with interprofessional components may be an innovative recruitment technique for clinical faculty.

Promoting Interprofessional Team Development in Team-Based Learning (TBL) Through Coaching and the Team Development Measure (TDM).

Achieving effective team development for interprofessional Team-Based Learning (TBL) teams requires expansion of the traditional TBL faculty role of 'Guide on the Side' to include the roles of Interprofessional Education (IPE) Promoter and Team Coach as well as longitudinal teaming assessments. We describe 1) a novel conceptual framework of TBL faculty roles, 2) the faculty development approach supporting these expanded roles within IPE, and 3) use of the Team Development Measure (TDM). The expanded faculty roles were well received conceptually, faculty development supported role implementation, and TDM assessments demonstrated team improvements. An expansion of the traditional TBLfaculty role to include IPE Promotor and Team Coach and the use of longitudinal team assessments successfully supports pre-licensure interprofessional healthcare student teams' development over time.

Investigating conflict perceptions among health profession students in an interprofessional education activity

Abstract Background If a goal of interprofessional education (IPE) is to facilitate a culture of collaboration among diverse professionals, then understanding the role of conflict among interprofessional education teams is necessary. Purpose The study investigated medical and nursing students’ perceptions of conflict and team satisfaction as well as individual performance to identify relationships between these variables. Method 121 medical and 44 nursing students from a Midwestern college of osteopathic medicine were randomly assigned to teams for a low-stakes, disaster triage activity and measured on their perceptions of task conflict, relationship conflict, team satisfaction, and also their performance on the triage activity. Discussion There was no statistically significant correlation between performance and any of the other three variables; however, there was a small, negative, significant correlation between relationship conflict and satisfaction, rs = −.181, p = .020, which had an effect size of R2 = .0327. Conclusion While the effect size is small, the findings raise the question of how the perception of conflict in interprofessional exposure activities might impact students’ willingness to pursue team-based approaches in their professional practice when the stakes are much higher.

Impact of an inter-professional concussion awareness program for intramural athletes on students’ readiness for inter-professional learning

Abstract Sports-related concussions are the third leading cause of traumatic brain injuries in student athletes throughout the country. In a survey of all NCAA member institutions, most respondents (92%) indicated that their school had a concussion management plan and most respondents (76%) indicated that their institution had a process for annual athlete concussion education.1 However, it is unclear how much education and training on concussion that intramural athletes receive at the college level. Two inter-professional teams comprised of graduate students from four health science disciplines presented 30–45 min concussion awareness programs to student intramural athletes. The objectives of this program were to promote effective communication, to improve readiness for inter-professional training, and to better understand each discipline's scope of practice related to concussion prevention, diagnosis, and management. Training teams were assessed pre- and post-presentation utilizing a modified “Readiness of health care students for inter-professional learning” (RIPLS) instrument and a knowledge assessment. Inter-professional education team competencies and oral communication skills were assessed utilizing a presentation scoring rubric. Significant differences were identified between pre- and post-presentation results in both the RIPLS and knowledge assessments. Student instructors' perceptions were that when they engaged in their discipline-specific role in concussion management, they gained a better understanding of the roles of other health professionals and increased their overall knowledge. This project allowed inter-professional student teams to increase their readiness for inter-professional training, knowledge, and scope of practice of other disciplines related to concussion prevention, diagnosis, and management strategies.

Key Strategies for First-Time Interprofessional Teachers and those Developing New Interprofessional Education Programs

Background: Evidence that interprofessional education (IPE) leads to better teamwork and improved interprofessional collaboration has created a drive to establish pre-registration IPE health science and social care programs. Yet there is limited guidance available for teachers new to IPE.Objectives: To provide first-time teachers practical strategies to undertake IPE.Methods: Strategies developed from experience.Findings: First-time IPE teachers should: try to join an existing IPE team; observe and collaborate with experienced IPE teachers; contribute to the development of new IPE programs; seek institutional support; undertake IPE evaluation and research; and gain high-level institutional endorsement.Conclusions: Six strategies are designed to overcome commonly recognized problemsand enable first-time teachers to more confidently develop or engage in IPE,thus supporting students to attain skills in interprofessional collaboration.

Implementation of a student-led interprofessional education clinic at a safety net community health center

Interprofessional education (IPE) through multidisciplinary student-led patient care in the free clinic setting teaches students collaborative practice. To characterize the role of an IPE clinic at a free community health center. A retrospective chart review identified common intervention types made by the IPE team over a 2-year period and their rates of follow through. Intervention types were: ‘Recommendation for a Medication Therapy Related Change’, ‘Referral’, ‘Vaccination’, ‘Release of Records’, ‘Laboratory Work’, ‘Scheduling an Appointment’, ‘Education’, ‘Screening’, and ‘Assistance to Obtain Medication/Treatment'. There were 14 patients, 25 clinic visits, and 175 interventions. The most common intervention types were ‘Referrals’ (32%) and ‘Education’ (30.86%). Those with the highest follow through rates were ‘Screenings’ (100%), ‘Education’ (88.89%) and ‘Assistance to Obtain Medication/Treatment’ (83.33%). The wide range of intervention types and high follow through rates on key types made the IPE clinic a positive addition. Further research may determine its impact on clinical outcomes.

Tracing the prescription journey: a qualitative evaluation of an interprofessional simulation-based learning activity

BackgroundIn many countries across the world, the majority of prescribing occurs within the community setting. Close collaboration between general practitioners (GPs) and pharmacists is required to ensure effective therapeutic treatment of patients, whilst minimising prescribing and dispensing errors. Despite the need to work collaboratively, medical and pharmacy training is often unilateral. Interprofessional education (IPE) and simulation-based education (SBE) are teaching approaches widely used by healthcare professionals to foster collaborative practice. At Queen’s University Belfast (QUB), an innovative IPE activity was developed for medical and pharmacy undergraduate students that aimed to develop a greater understanding of their roles and duties in community prescribing and dispensing. This study set out to evaluate the impact of such a SBE activity on students’ attitudes towards collaborative practice in prescribing and dispensing medication in the community.MethodsInterprofessional groups of year 3 pharmacy (n = 10) and year 4 medical (n = 9) students took part in a SBE activity. This focused on the IPE team clinically assessing, diagnosing, writing prescriptions, dispensing medication(s) and counselling a simulated patient (in a simulated practice and pharmacy setting). Using a questioning guide, four focus groups of medical and pharmacy students were used to evaluate their attitudes towards the simulated IPE activity. Interviews were audio-recorded, transcribed and analysed iteratively using thematic analysis.ResultsFour main themes emerged from the analysis: (1) IPE simulation activity: creating a broader learning experience; (2) patient-centred practice: a shared understanding; (3) professional skills: explored and shared; and (4) professional roles: a journey of discovery, respect and stereotypes.ConclusionsStudents broadened their knowledge of each other’s expertise in skills and clinical roles whilst working together. Furthermore, students valued the opportunity to strengthen cooperation with their future colleagues with the shared goal of improving patient-centred care.

Does Including Public Health Students on Interprofessional Teams Increase Attainment of Interprofessional Practice Competencies?

Interprofessional education (IPE) creates dynamic experiential learning that can address social determinants of health that influence health outcomes. To examine the effects of including public health students on IPE teams on the interprofessional practice domain constructs (values/ethics, roles/responsibilities, interprofessional communication, and teams and teamwork). This single-case, mixed-methods study was performed using a grounded theory approach. Students from 8 graduate health sciences programs participated in an asynchronous, 6-week, online IPE learning activity. Three of the 4 interprofessional practice domain constructs were examined as outcome variables: participants' biomedical vs biopsychosocial patient approach (values/ethics); reported change in attitudes, beliefs, or values about other health professions (roles/responsibilities); and anticipated changes in future professional behaviors/interactions/approaches (teams and teamwork). Predictor variables were having an MPH participant on the IPE team, participants' enrollment in a clinical or nonclinical program, and student perception of the online format (interprofessional communication). Three hundred nineteen students were included, 261 from clinical and 58 from nonclinical programs. A significant association was found between having an MPH participant on the IPE teams and participants' awareness of the influence of social determinants of health (OR, 2.04; 95% CI, 1.13-3.66; P<.05). Program type was also significantly associated with awareness of the influence of social determinants of health, such that participants in nonclinical programs were significantly more likely to report the importance of social determinants of health in the care plan (OR, 3.68; 95% CI, 1.38-9.84; P<.01). Participants were significantly less likely to report future behavior change if they were in clinical programs (OR, 0.44; 95% CI, 0.23-0.86; P<.05) or if they disliked the online format (OR, 0.25; 95% CI, 0.14-0.42; P<.01). The model fit the data well (χ23=30.80; P<.001). Inclusion of MPH students on IPE teams has the potential to increase clinical participants' awareness of the influence of social determinants of health and interest in incorporating a biopsychosocial approach to health care.

Examining the effects of an experiential interprofessional education activity with older adults

ABSTRACTThe need for experienced healthcare professionals to work with older adults is great, yet educational training is limited. In this interprofessional education (IPE) study, 861 students from five professions made 293 visits in the homes or preferred community settings of 208 older adults. Surveys with quantitative and open-text feedback assessed attitudes towards older adults, IPE team functioning, and the value of home visits. Survey results showed strongly positive attitudes towards ageing and older adults. Students from all professions expressed surprise and admiration for the active lives led by these healthier older adults, lives clearly in contrast to stereotypes of ageing. They further acknowledged the value of collaborative team functioning in meeting older adult needs, learned more about the roles and responsibilities of other professions, and identified strengths of the home as a site for care. Students positively valued the experience as part of their professional training, with 82% of all students stating they would welcome additional IPE opportunities. Results suggest that an experiential IPE activity can positively shape student attitudes towards older adults, IPE, and interprofessional collaboration.