Interprofessional Education Training Research Articles

A Case Study for Training Interprofessional Teams in Addressing the Social Determinants of Health in Older Adults.

This case study addresses the interwoven nature of the social determinants of health, fall prevention, older adults, and home healthcare as a topic for teaching interprofessional education across professional development or academic settings. The case study challenges interprofessional learners to dissect and discuss the profile of the patient and other stakeholders, care team decisions, evidence-based research, and the considerations of significant variables on the implications for clinical reasoning and practice. Interprofessional education that includes case studies leads to the development of better skills related to clinical assessments and problem-solving. Sample facilitation questions and extensive research and resources are provided to assist those preparing to implement and facilitate the case study during an interprofessional education training session. We concluded our article by encouraging practitioners to share teaching strategies through publication so we can strengthen interprofessional education learning, as this contributes to stronger, more effective interprofessional education experiences, a need highlighted in the literature.

Facilitators and barriers to interprofessional collaboration among health professionals in primary healthcare centers in Qatar: a qualitative exploration using the “Gears” model

BackgroundThe number of patients seeking medical care is increasing, necessitating more access to primary healthcare services. As several of these patients usually present with complex medical conditions, the need for interprofessional collaboration (IPC) among health professionals in primary care is necessary. IPC is essential for facing the increasing and challenging healthcare demands. Therefore, the facilitators of and the barriers to IPC should be studied in the hope that the results will be used to promote such endeavors.ObjectivesThis study aimed to explore the perspectives of different health professionals regarding the facilitators of and the barriers to IPC in the primary healthcare settings in Qatar.MethodsA qualitative study using focus groups was conducted within the Primary Health Care Corporation (PHCC) in Qatar. Several health professionals were invited to participate in the focus groups. The focus groups were uniprofessional for general practitioners (GPs), nurses, and dentists, while they were interprofessional for the other health professionals. Focus groups were audio-recorded and transcribed verbatim and validated by the research team. The data were analyzed by deductive thematic analysis using the “Gears” Conceptual Model as a coding framework.ResultsFourteen focus groups were conducted involving 58 participants (including 17 GPs, 12 nurses, 15 pharmacists, 3 dentists, and 11 allied health professionals) working in PHCC in Qatar. The findings revealed a spectrum of factors influencing IPC, categorized into four main domains: Macro, Meso, Micro, and individual levels, with each accompanied by relevant barriers and facilitators. Key challenges identified included a lack of communication skills, insufficient professional competencies, and power imbalances, among others. To address these challenges, recommendations were made to implement dedicated training sessions on IPC, reduce hierarchical barriers among different health professionals, and enhance the effectiveness of existing systems. Conversely, it was emphasized that projects and campaigns focused on IPC, alongside the development of enhanced communication skills and the presence of supportive leadership, as essential for facilitating effective IPC in PHCCs.ConclusionThe interplay between the meso, macro, micro, and individual levels highlight the significance of a multifaceted approach to interventions, aiming to enhance the successes of IPC. While initiatives like interprofessional education training are underway, numerous challenges persist before achieving improved collaboration and more efficient integration of IPC in the PHCC setting.

A Pilot Interprofessional Education Curriculum for Optimizing Mental Health in Chronic Pain Treatment and Understanding Interprofessional Practice.

With the urgent need for clinicians capable of responding to the opioid crisis, an interprofessional education (IPE) pilot curriculum was launched to assess trainee self-efficacy in managing chronic pain and mental health conditions, and attitudes toward interprofessional practice among resident physicians, family nurse practitioners (FNP), and physician assistant (PA) students. This study involved the implementation of a pilot curriculum consisting of five interactive IPE sessions. All invited trainees across two academic institutions were asked to complete the assessments. Self-efficacy in managing chronic pain and mental health was measured at baseline and following IPE training using a researcher-developed tool, while attitudes toward interprofessional practice were measured with the Attitudes Toward Health Care Teams scale. Resident physicians were compared to FNP/PA students to examine differences between groups and within groups over time. The final analysis involved 25 trainees who attended at least one IPE training session and completed pre-session and post-session surveys. The total pre-session survey and post-session survey response rate was 37.5% (n=36). Self-efficacy in chronic pain management improved among the resident physician (mean=3.85 ±0.40) and FNP/PA groups (mean=3.84±0.46) (p=0.05 and p=0.001), respectively. Self-efficacy in mental health management was not significantly improved among resident physicians (mean=3.41±0.49, p=0.48), but improved among FNP/PA students (mean=3.46±0.31, p<0.001). There was no difference in attitudes toward interprofessional practice. While IPE training did not result in attitudinal changes toward interprofessional practice, it shows potential for improving self-efficacy in managing chronic pain and mental health, particularly among FNP/PA trainees. This study was limited by a small sample size of trainees included in the finalanalysis.

Attitude and readiness of utilizing virtual reality simulations in interprofessional education to facilitate prompt and safe hospital discharges in England

ABSTRACT It can be challenging in England to provide interprofessional education (IPE) in hospitals due to practitioners’ availability, high workload, difficulty to backfill, and training costs. Furthermore, most of the IPE training is facilitated by a didactic teaching strategy in a classroom which fails to engage practitioners to understand each other roles and responsibilities, work procedures, policies, issues related to resources, and their pressure points. Technological innovation, in particular virtual reality has opened up a door to overcome these challenges by enabling practitioners to access IPE virtually, and it provides an immersive experience to them. It is not clear whether health and social care practitioners in England would accept and be ready to embrace this type of technology. Hence, this research study aims to understand attitudes and readiness to access virtual reality simulations (VRS) as a teaching modality and pedagogical tool. Health and social care practitioners (n = 22) attended two focus groups after engaging in a VRS and agreed that it could give them valuable learning experiences where they would be able to learn and practice soft skills in a safe environment to discharge people promptly and safely.

Translating Interprofessional Education to Social Work & Other Behavioral Health Disciplines: Curricular Evaluation Using an Implementation Science Approach

ABSTRACT Evidence-informed, interprofessional education (IPE) programs in behavioral health are an important part of reform efforts to reduce fragmentation and increase quality of mental health and substance use disorder treatment. The aim of this study is to document an implementation science approach to translation of IPE, grounded in Interprofessional Education Collaborative competencies, to social work and other behavioral health graduate students and to evaluate selected implementation outcomes. Select implementation strategies from the “Expert Recommendations for Implementing Change” were used to guide implementation of our behavioral health IPE training. A mixed-methods design, including survey, observational, and focus group data, was used to evaluate select implementation outcomes of the IPE training program. Data indicate positive perceptions of feasibility, acceptability, adoption, appropriateness, and fidelity of the IPE training program, with mean scores ranging from 4.25 to 4.45 (5-point likert scale) on items related to acceptability, appropriateness and adoption. Themes that emerged from qualitative data included recommendations of relational and experiential strategies to improve fidelity. Evaluation of implementation outcomes identifies additional strategies to enhance learning and fidelity to IPEC competencies. Implementation science offers a helpful framework for carrying-out trainings in higher education and beyond.

Design of an interdisciplinary training program for interprofessional collaboration in health and social services in patient partnership: contribution of an empowering approach reinforced by instructional design

Interprofessional education (IPE) has been a key area of research and teaching practice for the past twenty years in both university and practice settings in the health sciences and social psychology. IPE training opportunities arise when students from multiple health professions interactively learn together about interprofessional collaboration and how to improve care outcomes for the community at large. It has been proven that the design of care is of higher quality when healthcare professionals understand each other's respective roles, facilitating their communication and teamwork. However, this type of pedagogical approach to interdisciplinary training is fraught with problems, such as communication barriers, synchronization of schedules and logistics, as well as the compartmentalization of professions, which can lead to prejudice despite the educational efforts made. What's more, these courses are attended by large cohorts of initial university trainees, and their pedagogical design may lack authentic anchors, thus diminishing the ability of individuals to mobilize interprofessional collaboration in care partnerships. This article proposes a theoretical model based on an enhanced capability approach, including the use of pedagogical design for student success, to design this type of training by overcoming.

Enhancing Primary Health Care through Interprofessional education: Insights from a Training Workshop.

Strengthening primary care services with a focus on comprehensive Primary Health Care principles necessitates collaborative work practices within interprofessional teams. In Italy, the Local Health District of Florence embodies a comprehensive Primary Health Care -inspired model of primary care, prominently featuring the House of Community concept. This work presents findings and insights from a multidisciplinary, interprofessional education activity tailored for healthcare professionals, researchers, and students actively participating in the primary care reorganization. The activity was structured using a four-phase learning model (imaginative, analytical, common sense, and dynamic), aligning with four distinct activities (brainstorming, lecture, case study, and group project). Key themes that emerged encompassed the significance of nurturing relationships among team members, the aspiration for an inclusive work environment, the vital role of community engagement and collaboration across various services, disciplines, and sectors beyond healthcare. These themes highlight the essential attributes of successful primary care practices built on the principles of comprehensive comprehensive Primary Health Care. Throughout the innovation process of primary care services, interprofessional education training events emerged as indispensable components for bolstering implementation and ensuring sustainability. This study underscores the crucial role of interprofessional education in bridging the gap between theoretical constructs and practical application, emphasizing that comprehensive Primary Healthcare principles find tangible manifestation in real-world scenarios.

The impact of online interprofessional education training for HIV on healthcare professionals and students in Zambia

The impact of online interprofessional education training for HIV on healthcare professionals and students in Zambia

Interprofessional education during experiential learning placements for student pharmacists in Scotland. Exploring current support provision and stakeholder views

Abstract Introduction Increasing global awareness that interprofessional team working is essential within modern healthcare systems has led to regulatory bodies mandating the inclusion of interprofessional education (IPE) within undergraduate curricula. The General Pharmaceutical Council specifies in the 2021 initial education and training standards the requirement for an interprofessional learning plan in which “IPE must mirror practice”.1 Pharmacy educators are intensifying their efforts to ensure student pharmacists are presented with opportunities to develop collaborative competencies. Curricular development and implementation initiatives must explore structures and processes to ensure that experiential learning (EL) environments are conducive to supporting student pharmacists’ interprofessional learning. Aim To explore structures and processes needed to support effective planned and unplanned IPE during EL placements for student pharmacists. Methods A mixed methods approach underpinned by the Biggs 3P theoretical framework was adopted.2 This included (1) A document analysis reviewing resources including student pharmacist/EL facilitator university handbooks and NHS Education for Scotland Preparation for Facilitating Experiential Learning (PFEL) training - a mandatory requirement for all EL facilitators hosting student pharmacists on placement in Scotland. (2) A pre-piloted online survey distributed to EL facilitators. Survey development, guided by the Interprofessional Facilitation Scale, aimed to encourage EL facilitators to self-evaluate their own IPE facilitation skills.3 The final survey tool included ten items with responses rated on a 4-point Likert scale (Poor, Fair, Good and Excellent) and a demographic section (3) Online semi-structured focus groups/dyadic interviews conducted with six EL facilitators, four practice educators and two academic staff were recorded and transcribed. Descriptive statistics were employed for quantitative data generated from the survey tool; for qualitative data content analysis was applied to develop emerging themes. Ethical approval was granted (S292) from the School of Pharmacy and Life Sciences Ethics Review Committee at Robert Gordon University. Results (1) The document analysis concluded that although the resources reviewed could not be specifically classed as training to support IPE, data collected provided context to EL placements and the training and pre-activities that student pharmacists and EL facilitators complete. Three main themes emerged: “Lack of specific IPE training focus”, “Varied terminology”, “Lack of IPE pre-learning activities”. (2) The survey was completed by ninety EL facilitators working in various practice settings: hospital 41.1% (n=37); primary care 25.6% (n=23); community 21.1% (n=19); academia 2.2% (n=2); other 8.9% (n=8). Survey responses indicated that 51.1% (n=46) and 42.2% (n=38) of respondents rated their ability to role model positive interactions with other healthcare professionals as good and excellent. However, responses to items relating more specifically to IPE facilitation skills indicated a lower confidence level. (3) Initial themes emerging from focus groups/dyadic interviews include “Profession-related perceptions of IPE”, “Factors influencing IPE delivery and student learning”, “Factors influencing future developments”. Discussion/Conclusion This exploratory study has provided valuable insight into multifactorial aspects affecting IPE during EL placements; this will be used to guide future development of IPE initiatives. One limitation is that student pharmacists were not included in this study; the next phase of this research programme will explore student pharmacists’ perceptions of IPE in EL.

Interprofessional Education and Research in the Health Professions: A Systematic Review and Supplementary Topic Modeling

Interprofessional education (IPE) has grown in popularity over the years because it is effective in training future health professionals and serves as the engine of productivity in healthcare-related research. The research team, consisting of higher education faculty in various health profession disciplines, conducted a systematic review of existent IPE literature targeting both graduate and under-graduate students. The main purpose of the systematic review was to categorize research and analyze IPE studies to determine sub-constructs that entail both barriers and facilitators often related to occurrences in primary provider, learner, and researcher IPE initiatives. If identified, IPE training and related curriculum plans were also analyzed in this review. The research team wanted to identify any/all potential instances of the use of research activities in coordination with IPE training to identify underlying constructs to support future college and program-specific andragogy initiatives. Review results demonstrate three categorical constructs related to IPE initiatives in higher education health professions programs (provider, learner, and researcher stakeholder perspectives). Results further demonstrate provider IPE challenges surrounding limited resources and a willingness to participate, while both patient experience and teamwork foci were identified as common IPE session themes. Further, the learners’ perspectives included a challenge related to a willingness to participate, as well as the patient experience focus. Review constructs were further validated using supplementary topic modeling. To the best of our knowledge, this is the first study that combined systematic review with a supplementary topic modeling. Findings support ongoing pedagogy and research efforts related to IPE activities for health professions programs in higher education.

Online Interprofessional Education (IPE) evaluation for healthcare students as Interprofessional Collaboration (IPC) optimization

Interprofessional Education (IPE) is carried out to optimize interprofessional collaboration (IPE) in order to improve the quality of health services. Currently, conventional IPE learning is starting to shift to more flexible online IPE. The aims of this study were to evaluate the implementation of online IPE. This is qualitative research with a phenomenological approach. The study involved 12 facilitators of IPE and four healthcare students. Data collection used focus group discussion (FGD) and semi-structured interviews. Thematic analysis was used in this qualitative study. The results of this study show that online IPE can facilitate interprofessional learning for health students. Technical barriers are the main obstacles to online IPE. Online IPE training for facilitators and an attractive, interactive IPE online curriculum design are needed to ensure IPE online runs optimally.Â

Online interprofessional education for in-service health-care providers improved HIV performance indicators at health facilities in Uganda: a targeted training approach

BackgroundThe Makerere University Education for Interprofessional HIV Service Delivery in Uganda capacity-building programme provides online, in-service interprofessional education to HIV health-care providers through a case-based approach. We used this training to address suboptimal performance among health-care providers. MethodsWe used a multilayered integrated training and impact assessment on HIV health outcomes. In partnership with a Ugandan organisation implementing the US President's Emergency Plan for AIDS Relief, we identified health facilities underperforming on selected HIV programme indicators: pre-exposure retention at 12 months for key populations and viral load suppression and annual retention for key populations, which could be aligned with the training modules. We selected health-care providers committed to completing the interprofessional education training and application of interprofessional practice at their workstations from five health facilities. Selected health-care providers were enrolled for the Makerere University Education for Interprofessional HIV Service Delivery in Uganda online training programme. FindingsOf the health-care providers enrolled (n=55), 32 (58%) were women; 17 (31%) were nurses; 9 (16%) were clinical officers; 8 (15%) were counsellors; 6 (11%) were medical officers; 5 (9%) were data clerks; 4 (7%) were laboratory personnel; and 6 (11%) included social workers, records officers, and dispensers. 45 (82%) health-care providers completed the training, and four of the five health facilities initiated quality improvement projects aligned with baseline indicators. The percentage of pre-exposure retention at 12 months improved from 4% to 80%; the percentage of viral load coverage for key populations improved from 50% to 94%; the percentage of viral load suppression improved from 80% to 96%; and the percentage of annual retention for key populations improved from 63% to 85%. InterpretationIn-service and online interprofessional education training, interprofessional practice mentorship, and continuous quality improvement for HIV care improved HIV programme indicators. A multilevel stakeholder engagement strategy was associated with strengthened training and enhanced potential for sustainability and impact on patient outcomes. FundingHuman Resources Services Administration through award 6U1NHA31422-02-04 to University of California San Francisco and African Forum for Research and Education in Health.

Identification of autism spectrum disorder and interprofessional collaboration between school and clinical settings

AbstractProviding high‐quality services to autistic students and their caregivers requires interprofessional collaboration. This paper highlights the importance of collaboration between clinical and school settings to promote integrated and comprehensive care for autistic students and their caregivers. First, we present how autistic students are identified and diagnosed in school and clinical settings, with particular attention to how these processes impact access to services. Next, we present interprofessional collaborative practice (IPC) as a framework to facilitate increased collaboration between school and clinical providers working with autistic students. Key tenets of IPC that address barriers to collaboration and several examples of IPC are outlined. To assure readiness to engage in collaborative practice, we discuss graduate interprofessional education (IPE) as a means to train emerging professionals in IPC for autistic students. Finally, we highlight several examples of IPE training programs specific to autism and related developmental disabilities.

109 Perceptions of Virtual Simulations by Inter-Professional Simulation Facilitators

The COVID-19 pandemic has necessitated pedagogical change with many events virtual or hybrid in nature. Simulation events are particularly affected due to their hands-on quality. In addition, requirement for virtual facilitators may be increased compared with in-person counterparts. Virtual simulation education must be as high quality as in-person efforts and facilitator training is key. Some principles of virtual facilitation differ from in-person, for example, in relation to debriefing The aim of the study was to deliver virtual facilitator education addressing the format, objectives, expectations and strategies for virtual IP simulations.The traditional in-person Facilitator Training and Inter-professional Education (IPE) Event Training Design course our university-affiliated program delivers was adapted based on a local needs assessment to the virtual Facilitating Virtual Simulations Crash Course. This was delivered as required as small-group Zoom-based teaching, outlining educational theory, practice and principles of virtual simulation facilitation.Sixteen virtual inter-professional simulations have been delivered for students in 19 professions within our Office of IPE since September 2020 with 33 inter-professional facilitators from 4 institutions. To determine the efficacy of our novel virtual facilitation, training facilitators were surveyed. The majority had facilitated one to five simulations (in-person 58%, virtual 70%). In addition to the Office of IPE training, 30% of facilitators had received external education on in-person simulation facilitation compared with 6% for virtual facilitation. The majority of facilitators strongly agreed/agreed that they were as effective a facilitator in virtual simulations (80%), as confident facilitating virtually (70%), as psychologically safe in virtual debriefings (75%), and that virtual simulations will continue in their practice after the pandemic (100%). Most (95%) facilitators strongly agreed/agreed that students were as engaged with virtual simulations as with in-person and 80% felt virtual simulations were a good learning experience for students. The majority (88%) of facilitators strongly agreed/agreed that the virtual crash course provided the knowledge and practice to help them effectively facilitate virtually, and 75% strongly agreed/agreed that the crash course made them appreciate and foster IP relationships in their daily work. These results are comparable to evaluation of in-person training delivered before the pandemic.Virtual simulation events require specific facilitation strategies, and virtual education is useful to improve the knowledge and confidence of facilitators. Facilitators value the virtual simulation experience for themselves and their students, and they believe that this will be an important pedagogy post-pandemic.

Simulating the context of interpreter-mediated social work interactions via interprofessional education

Interpreters and social workers frequently work together. They share some common goals and there is some similarity between the ethical guidelines that both professions follow. Despite this, interpreter-mediated social work encounters are rarely described, especially from the perspective of interpreting studies. Even more infrequent are studies that focus on trainee interpreters’ and social workers’ engagement in interprofessional education (IPE). Details of the design and delivery of IPE training sessions for interpreting and social work students, at Monash University from May 2017 to May 2019, are provided. The sessions featured two role-plays that simulated typical interactions in which interpreters and social workers work together. To assess the effectiveness of the IPE training in meeting both general and specific learning outcomes, three research questions were posed and the responses are reported in this article. The questions relate to the reported usefulness of role-plays in enabling the acquisition of desirable skills and knowledge; an increase in the level of knowledge of the other professional group, one’s own group and the perceived benefits for service-users; and the usefulness of pre- and post-interactional activities, such as briefing and debriefing. Responses to questionnaires were received from 218 of the 442 participating students. On a Likert scale with five gradings the average levels of agreement regarding the usefulness of role-plays are high, as are the levels of agreement about increases in knowledge of the other professional group and those of the students’ own professional group. The student informants reported that the skills they gained are likely to be beneficial to clients and patients with limited English proficiency. The trainees’ responses to their pre- and post-interactional interactions show that both groups registered a high level of agreement that briefings and debriefings are useful.

Students' Perception on Collaboration through the Online Implementation of Interprofessional Education (IPE) in Handling Covid-19

Interprofessional education is Interprofessional education (IPE) entails learning with, from, and about each other to enable effective collaboration and improve health outcomes. Negative perception, professional egoism, bad knowledge about it will hamper collaboration. Reducing negative perception and creating readiness is a prime target for IPE training. COVID-19 restrictions necessitated wholesale scale conversion of curricula to online learning environments globally. The research is aimed at getting students' perceptions of collaboration through interprofessional education online. This was a descriptive study. The study took place at Mahardika Health College. The respondents consisted of 155 students in nursing, public health, midwifery, and medical record students. Students were grouped into interprofessional teams for two days and participated in IPE training consisting of lectures and small group discussions. The training is done online using the zoom meeting app. At the beginning of the first session, they completed a pre-test survey with demographic items and measures of their perception of interprofessional education to work as a team. They completed a post-test with the same measures after the end of the session. 155 students completed both the pre-test and post-test survey. The student's perception before taking ipe training is 88.38 % good to be 100% good. This study demonstrated that a short series of IPE training experiences resulted in improved perceptions of interprofessional practice.

Unmasking bias and perception of lead surgeons in the operating room: A simulation based study

BackgroundPerception of a surgeon based on physical attributes in the operating room (OR) environment has not been assessed, which was our primary goal. MethodsA common OR scenario was simulated using 8 different actors as a lead surgeon with combinations of age (<40 vs. >55), race (white vs. black), and gender (male vs. female). One video scenario with a survey was electronically distributed to surgeons, residents, and OR nurses/staff. The overall rating, assessment, and perception of the lead surgeon were assessed. ResultsOf 974 respondents, 64.5% were females. There were significant differences in the rating and assessment based upon surgeon's age (p = .01) favoring older surgeons. There were significant differences in the assessments of surgeons by the study group (p = .03). The positive assessments as well as perceptions trended highest towards male, older, and white surgeons, especially in the stressful situation. ConclusionWhile perception of gender bias may be widespread, age and race biases may also play a role in the OR. Inter-professional education training for OR teams could be developed to help alleviate such biases.

Development and Evaluation of an Inter-professional Education Course at a Medical School in Korea.

BackgroundInterprofessional collaborative practice (IPCP) is emphasized in medical care for patient safety. As patient care is provided by teams, interprofessional competence is required to ensure the quality and safety of care and should be taught as early as possible. In this study, we introduced a 2-week interprofessional education (IPE) curriculum and attempted to describe and evaluate its effectiveness among medical students.MethodsWe developed a 2-week IPE course and gave it to third- or fourth-year medical students (n = 166) from 2018 to 2019. The curriculum was composed of interactive lectures, discussions, small-group discussions, and simulation and was given to diverse medical students. Students were asked to report their satisfaction with the IPE program, write a reflection paper, and complete readiness for interprofessional learning scale (RIPLS) questionnaires before, immediately after, and 4 months after the curriculum. We also obtained 360° evaluations of the students by other health professionals 1 year after the training.ResultsThe IPE program changed students' attitudes about interprofessional learning, from less favorable to more favorable. The 360° evaluation by nurses revealed that students became more favored as teammates (overall satisfaction with them as teammates increased from 3.1/5 to 3.4/5) compared to medical interns before IPE training, and complaints from nurses about medical interns were significantly less frequent 1 year after the training.ConclusionThe IPE program was effective in preparing medical students for team based collaborative practice even though it was short and exposed once in the curriculum. Further extension to other medical schools is recommended.

Nimble Gerontological Interprofessional Education During a Pandemic

To improve communication and collaboration among health professionals, interprofessional education (IPE) experiences have been offered to students through the Utah Geriatric Education Consortium (UGEC) with the support of long-term care (LTC) partners since 2017. The COVID-19 pandemic presented a unique challenge in delivering in-person IPE training. Here we describe adaptations and student outcomes with our Spring/Summer 2020 training sessions. Students (n=46) from health profession programs were recruited and enrolled in the sessions. A LTC partner helped plan two-hour remote training sessions to introduce students to current issues and health care team member roles in LTC. Moderated small group discussions regarding the 4 Ms Framework and a patient case were completed using virtual breakout rooms. A shared virtual document was used to guide discussions and record insights. Student participants (n=46) were primarily White (85%), female (70%), and enrolled in physical therapy (28%), nutrition (33%), and medicine (15%) programs. Thirty-one students completed post-course satisfaction surveys with Likert-scale and open-ended questions. Most students who completed the survey agreed or strongly agreed that the course was effective (85%) and engaging (81%), and will improve care (88%). Positive course aspects included: comprehensive information with speaker experiences and use of 4 Ms; course structure with moderated small groups; and interprofessional collaboration with common goals and multiple perspectives. Despite the challenges of COVID-19, an IPE experience was effectively delivered using video conferencing technology, community collaboration, and moderated small group discussions. The successes of this IPE delivery model will enhance engagement and accessibility of future gerontological workforce training.

Integrating simulation into advanced pharmacy practice experience curriculum: An innovative approach to training

BackgroundThe use of simulation-based education (SBE) in pharmacy education can help students acquire the essential clinical knowledge and skills for practice and can enhance patients' safety. Simulation-based training has been implemented in inter-professional education training, introductory pharmacy practice experiences, pharmacy residency training. Still, there is limited information in the literature that assesses the use of simulation in advanced pharmacy practice experience (APPE). ObjectiveTo evaluate the impact of integrating SBE into APPE on students' learning outcomes, training costs, and satisfaction. MethodThis study presents a new training model of a 5-week clerkship experience where sixth-year pharmacy students alternate between hospital wards and simulation rooms. Student assessment rubrics were used to measure students’ achievements and report faculty feedback. Students filled scenario evaluation forms to assess their simulation satisfaction rate. ResultsA total of 57 students completed a full block of simulation-based, followed by hospital-based blocks practicing in the same medical specialty in both blocks. This newly structured experience provided fourteen direct patient care training seats per rotation and saved around 25,000 Saudi Riyals per rotation. The mean grades in both simulation and hospital-based blocks were mostly above 90% in all learning outcomes. Cognitive skills and affect learning outcomes mean grades were higher in the simulation-based group—most of the students being satisfied with the simulation scenarios. ConclusionSBE integration into APPE can supplement hospital-based experiential training to achieve the best learning outcomes with improved students' satisfaction.