Interprofessional Faculty Research Articles

Epic failure: Lessons learned from interprofessional faculty development.

Interprofessional education (IPE) is now recognized as an important initiative to prepare the next generation of health providers. Although IPE has been embraced by many institutions, faculty development still remains an issue. In this manuscript, the authors share their story of one attempt to educate a variety of health science faculty on IPE in what was perceived as an approachable venue. The story of its epic failure and lessons learned will be shared to help others avoid similar pitfalls.

Incorporation of an Interprofessional Palliative Care-Ethics Experience Into a Required Critical Care Acting Internship.

The literature documents inadequate palliative medicine training in undergraduate and graduate medical education. As the population lives longer, many people will experience multiple chronic illnesses and the associated symptom burden. All physicians involved in clinical care of patients need to be equipped with the knowledge, attitudes, and skills necessary to provide palliative care, yet most physicians do not feel adequately prepared. We designed a curriculum to provide a meaningful palliative care-ethics (PCE) clinical experience to prepare senior medical students for future practice regardless of specialty choice. The Zucker School of Medicine at Hofstra/Northwell integrated a PCE experience into the required 4-week acting internship in critical care (AICC). Students met weekly with an interprofessional faculty member and presented clinical cases focusing on communication and/or bioethical challenges. Faculty facilitators ensured that the presentations integrated discussion of communication skills. During the final session, students shared written reflections. Students were invited to complete a satisfaction survey postrotation and 1 year after graduation. The curriculum was evaluated positively by the graduating classes of 2015 (n = 28) and 2016 (n = 56) at the end of the course and 1 year postgraduation. Qualitative analysis of the class of 2018 fourth-year students' reflective writing demonstrated themes of role modeling, suffering, family, and goals of care. It is feasible to incorporate an interprofessional PCE experience into a required AICC. Students indicated a better understanding of palliative care and, at 1 year postgraduation, reported feeling comfortable caring for patients with serious illness.

New Hires: New Partners

The increasing complexity in diabetes management creates an ongoing need to support the competency development of health care professionals (HCPs) newly working in this area. To address this need, 3 organizations within the Toronto Central Local Health Integration Network (TC LHIN) have formed a unique partnership to offer the New Hires Program, which is a program that was designed and successfully piloted in the region. The purpose of the program is to increase diabetes-related competencies of regulated HCPs who are new to providing self-care education and supporting individuals with type 2 diabetes. The desired program outcomes are an increase in diabetes-related skills, knowledge and confidence. The interprofessional faculty consists of experienced clinicians from hospitals, community and primary care settings. The ongoing quality improvement approach that is used for bi-annual program planning has resulted in partnering to leverage specific expertise, and it has aligned the program with both Canadian Diabetes Educator Certification Board competencies and the Diabetes Canada guidelines. The integration of the student's knowledge and skills is supported by the use of case studies, expert lectures, peer teaching, storytelling and simulated patient experience. Program evaluations are done through peer review, rating scales, self-assessment and group participation. In the last 5 years, 100% of the participants reported an increase in their knowledge and skills, and 99% reported an increase in their confidence. Students report “an excellent experience to learn and practice behaviour change counselling”. This program has become an integral part of diabetes educator training within the TC LHIN.

Establishing consensus among interprofessional faculty on a genderbased violence curriculum in medical schools in Nigeria: A Delphi study

Background. Gender-based violence (GBV), as a topic of medical study and practice, is an integral component of medical education in many developed countries. There is an increasing need to equip medical practitioners with appropriate knowledge, attitudes and skills to care for victims of GBV. Objectives. To obtain consensus among stakeholders on content, the members of faculty who should teach the subject and the methods of training relating to GBV curricula in three medical schools in south-west Nigeria. Methods. Three rounds of the Delphi technique involving 52 experts from among academics, medical practitioners, government and non-governmental organisations were conducted. The first round (RD 1) was open-ended, while subsequent rounds were structured. Consensus was defined as a gathering around mean (>3.5) responses with minimal divergence (standard deviation (SD) 4.0. For the RD 3, consensus was regarded as >50% satisfaction with the rankings from RD 2. A strong consensus was taken as >60% satisfaction. Results. Themes identified in RD 1 were: reasons for teaching GBV; teaching methods, strategies needed and departments best positioned to teach it; professions to involve in training; academic level to offer training; and strategies to assess effective training. From RD 2, the topics ranked highest for inclusion in training were (mean (SD)): complications of GBV, 4.44 (0.63); and safety plan, 4.44 (0.51). Offering training to final-year medical students was most preferred, at 4.25 (1.13); for teaching methods, using videos for training, at 4.63 (0.89), was ranked highest, followed by information, education and communication materials, at 4.50 (0.82). Discussion with victims ranked highest as the most preferred format for teaching, followed by didactic lectures, at 4.06 (0.93) and 4.00 (0.89), respectively. The departments selected to teach GBV were Public Health, at 4.19 (0.91); Accidents and Emergency, 4.06 (0.85); Family Medicine, 3.81 (1.05); and Obstetrics and Gynaecology, 3.81 (0.89). Other professionals suggested were psychologists, social workers and lawyers. With regards to assessment, written examination ranked highest, at 4.06 (0.85). RD 3 confirmed the rankings of RD 2 on all themes, and sought additional suggestions for the training. Most (82.9%) respondents had no additional suggestions; the few elicited included clarifying cultural misconceptions around GBV, involving religious leaders and psychologists, and the recommendation that the teaching should be sustained. Conclusion. These results will inform the development of evidence-based competencies relevant to healthcare providers in the African context. The need for periodic review of the curricula of medical schools to ensure that they address patient and societal needs is highlighted.

An inter-professional approach to train and evaluate communication accuracy and completeness during the delivery of nurse-physician student handoffs

Abstract Importance The I-PASS training bundle has been shown to improve communication errors during medical student and resident handoffs but has not been explored in the context of interprofessional care. Objective We examined the impact of an interprofessional I-PASS training on communication accuracy and completeness during the delivery of nurse-physician student handoffs. Design, participants, and setting A pre-post comparative design was used to evaluate the differential impact of training on sixty-three first year nursing students and sixty-nine first year medical students, as part of an interprofessional curricular intervention, at an integrated university campus. Intervention The interprofessional I-PASS training was adapted from the existing I-PASS: Medical Student Workshop by a team of interprofessional faculty and presented to nursing and medical students. Main measures Simulated patient handoffs were used to assess communication performance prior to and following training. Evaluation involved the transcription and scoring of all verbal units delivered during the nurse-physician student handoffs based on four levels of information accuracy: correct, missing, erred, and omitted. Proportional changes in verbal units produced during pre and post-training encounters were compared at the combine total and individual domain levels based on training, student type, gender, previous handoff experience, and their interactions. Results Significant improvements in the proportions of correct, erred, and omitted verbal units at the combined total levels were observed across students, all p Discussion I-PASS training can improve communication accuracy and completeness during nurse-physician student handoffs. An event-based tool and coding procedure allowed for the identification of differential training impact based on individual handoff domains and provider demographics.

Using a Common Reading as an IPE strategy

Abstract A Common Reading was used as an Interprofessional Education (IPE) strategy to engage students from varied pre-professional undergraduate and graduate professional programs. This IPE activity, combined with an interprofessional panel presentation, provided students and faculty with shared ground on which to model selected Core Competencies of Interprofessional Collaborative Practice. Successful achievement of student learning outcomes was demonstrated via a post program evaluation by rating achievement of four IPEC Core Competencies using a 5-point Likert Scale. Responses to open-ended questions provided qualitative data to further support the effectiveness of this IPE strategy. The Common Reading was a feasible and effective strategy to meet IPE learning outcomes while overcoming commonly cited logistical barriers.

Faculty development for junior health professionals.

The need for faculty development programmes designed to help junior health professionals fulfill their multiple roles, across various institutions, is widely acknowledged. Such programmes are usually logistically difficult for hospital clinicians to access, however, and are discipline based. In 2017, we collaborated with four health care faculties to develop a blended learning, interprofessional faculty development programme that was up to date, relevant, and accessible to clinicians working in the hospital and university settings. The purpose of our study was to explore participants' perceptions of the structure, processes and outcomes of the programme, using the conceptual framework of communities of practice. The Clinical Teacher Training (CTT) programme included eight modules delivered using a blended learning format. Participants were provided with education literature, online activities and videos, plus in-class opportunities for active participation in small interprofessional learning groups and large group sessions. Quantitative data were collected from participants by questionnaire, and then analysed using descriptive statistics. Qualitative data were collected by focus group. Framework analysis was used to code the data set using 'communities of practice' as a conceptual framework. [Faculty development] programmes are usually logistically difficult for hospital clinicians to access and are discipline based FINDINGS: Participants felt able to achieve most of the CTT programme learning outcomes through active participation, formative assessment and feedback. Participants felt that their learning was enriched through the blended learning platform, and through delivery within an interprofessional context; however, participants suggested it would be beneficial if more content was delivered through face-to-face sessions, particularly regarding 'Journal Club' and 'Mentorship' modules. Although participants felt well prepared to teach students, they felt less well prepared for assessment activities.

Interprofessional faculty development program: ESHPE model

Abstract Interprofessional Education (IPE) refers to collaborative learning experience of staff belonging to diverse professions and academic backgrounds. To cope up with the challenging, innovative, rapidly growing and integrated health professions education, IPE appears to be a necessity rather than a luxury. IPE may also have a strategic advantage towards achieving the ultimate goal of collaborative patient care and community services. Keeping the amplified demand of IPE in consideration, a faculty development program, Essential Skills in Health Professions Education (ESHPE), was designed by Medical Education Department for the faculty of Health Sciences in Imam Abdulrahman Bin Faisal University, Saudi Arabia, and is still in continuation. The primary objective of the program was to break the shackles of interdisciplinary barriers and encourage rich interaction and exchange between different health professions to enhance mutual understanding and awareness. The ESHPE program aspired towards incorporating the indispensable skills that had to be demonstrated by all participating faculty members. In this reported experience, faculties from 13 health institutions of the University participated in the training program, belonging to a variety of backgrounds, cultures and expertise and who showed enhanced teaching competence after successful completion of the program.

The Eastern Shore Collaborative for Interprofessional Education’s Implementation and Impact over Five Years

Health care professionals working collaboratively on interprofessional teams are essential to optimize patient-centered care. Collaboration and teamwork can be best achieved if interprofessional education (IPE) starts early for health professions students. This commentary describes the formation, implementation, impact, and lessons learned from students' curricular and co-curricular activities and faculty collaboration over a five-year trajectory of the Eastern Shore Collaborative for Interprofessional Education (ESCIPE). This collaborative is an inter-institutional, interprofessional team and includes 18 faculty members from nine health disciplines with administrative support to prepare practice-ready graduates through effective IPE curricular and co-curricular activities. This collaborative also serves as a resource for interprofessional education, research and scholarship initiatives for faculty members. Activities include educational programs such as an emergency preparedness point-of-dispensing (POD) drill, patient management laboratory simulation, geriatric assessment interdisciplinary team workshop, medical mission as public/global health rotation and service-learning program, rural health fair, and annual university health festival for community outreach. The ESCIPE has also facilitated interprofessional faculty assessment and development, research and scholarship opportunities.

Elizabeth: Typical or Troubled Teen? A Training Case for Health Professionals to Recognize and Report Child Maltreatment.

Training on the recognition and reporting of child maltreatment is a critical component of any health professional education program. Unfortunately, it is nationally recognized that health care professional training on recognition and reporting suspected child maltreatment is insufficient. Similarly, recent attention has been given to the need for interprofessional learning opportunities targeting to advanced health profession trainees such as doctor of nursing practice, masters in social work, physician assistant, and family medicine residents. An interprofessional case-writing faculty team convened to develop this case and the affiliated materials, including video vignettes, faculty training, comprehensive faculty guide, evaluations, and trainee resources. Trainees were divided into interprofessional teams and advised to develop a prioritized plan of care for a complex patient case, though it was not revealed that the case involved child maltreatment. An initial video vignette showed an adolescent female and her mother during a provider visit to establish care. Teams developed a prioritized plan of care following the vignette. Additional case details unfold during the second vignette, and teams revised their initial plan based on this new information. Interprofessional faculty facilitators guided discussions using prompts from the faculty guide. Postsession surveys revealed that the learning objectives were met, and that both facilitators (N = 20) and trainees (N = 69) were very satisfied with the overall curriculum. Challenges centered around focusing on care priorities rather than provider critique. This curriculum is relevant for a variety of trainees and is an important complement to the curricula of many professions.

Ready, Set, Go: Preparing for Interprofessional Education in Palliative Care (SA520)

•Use a definition of IPE and the core competencies to design an oncology IPE activity.•List and complete tools and for assessing faculty and institutional readiness for IPE activities in oncology education.•Name four important considerations when building an interprofessional faculty team. Purpose. This workshop will provide methods and tools for building interprofessional faculty teams and planning interprofessional education (IPE) offerings in palliative care. Rationale. IPE in palliative care is essential to prepare students to practice in today’s healthcare environment where they will work on teams and collaborate with other disciplines in order to provide holistic, patient-centered care. Faculty preparation and planning is key to the success of IPE curricula and activities. Inadequate preparation can contribute to failed initiatives and stymy further efforts. Methods and Content. A faculty team experienced in the development of a mandatory IPE curriculum in oncology palliative education will lead this interactive workshop. Participants will review the definition and core competencies for IPE as a basis for designing activities and curricula. They will learn how to evaluate their own and their institution’s readiness for participation in IPE using standardized tools and an evaluation of their strengths, weaknesses, and opportunities in this area. The importance of faculty development and examples of activities for such development will be explored. Common barriers to IPE will be delineated and solutions offered. Methods for designing IPE activities will be presented and attendees will be able to develop a draft plan for an IPE activity by the end of the session.

Preparing Interprofessional Faculty to Be Humanistic Mentors for Medical Students: The GW-Gold Mentor Development Program.

The GW-Gold Humanistic Mentor Development Program addresses the challenge faced by medical schools to educate faculty to prepare students for humanistic practice. Grounded in Branch's Teaching Professional and Humanistic Values model, the program prepares interprofessional faculty mentoring teams in humanistic communities of practice. The teams consist of physician-psychosocial professional pairs, each mentoring a small student group in their professional development course. Through GW-Gold workshops, faculty mentors develop interprofessional humanistic communities of practice, preparing them to lead second such communities with their students. This article describes the program and its evaluation. To assess outcomes and better understand the mentor experience, we used a mixed-method validating triangulation design consisting of simultaneous collection of quantitative (mentor and student surveys) and qualitative (open-ended survey questions and focus group) data. Data were analyzed in parallel and merged at the point of interpretation, allowing for triangulation and validation of outcomes. Mentors rated the program highly, gained confidence in their humanistic skills, and received high scores from students. Three themes emerged that validated program design, confirmed outcomes, and expanded on the mentor experience: (1) Interprofessional faculty communities developed through observation, collaboration, reflection, and dialogue; (2) Humanistic mentors created safe environments for student engagement; and (3) Engaging in interprofessional humanistic communities of practice expanded mentors' personal and professional identities. Outcomes support the value of the GW-Gold program's distinctive features in preparing faculty to sustain humanism in medical education: an interprofessional approach and small communities of practice built on humanistic values.

Designing interprofessional modules for undergraduate healthcare learners

Background. Interprofessional education aims to prepare learners to collaborate across specialties to provide high-quality healthcare. Internationally and nationally, the emerging need for integrated healthcare and education has been emphasised. The current education programme at the School of Health Care Sciences, University of Pretoria, South Africa primarily follows a uniprofessional approach. Objectives. To describe the development of interprofessional modules over 4 years between the departments of Human Nutrition, Nursing Science, Occupational Therapy, Physiotherapy and Radiography. Methods. The Knowledge-to-Action model guided the module development process. The planning phase comprised three steps: ( i ) problem identification (e.g. national and international policy focus on interprofessional education); ( ii ) review of existing knowledge (e.g. common learning outcomes); and ( iii ) adaptation of knowledge to the local context (e.g. syllabi and logistics). Results. The development of interprofessional modules can be guided by the above-mentioned model to meet the needs of the faculty, departments, students and community and to contribute to interprofessional education, while overcoming the associated challenges. Conclusion. Challenges included clashes in timetable schedules, financial constraints, administrative support, logistical issues and resistance to change. The designing and implementing of new modules were intense and time consuming, and required commitment. The development of the modules was an excellent example of interprofessional teamwork that needs to be transferred to the implementation and role modelling of interprofessional education.

Implementation of a novel population panel management curriculum among interprofessional health care trainees

BackgroundGaps in chronic disease management have led to calls for novel methods of interprofessional, team-based care. Population panel management (PPM), the process of continuous quality improvement across groups of patients, is rarely included in health professions training for physicians, nurses, or pharmacists. The feasibility and acceptance of such training across different healthcare professions is unknown. We developed and implemented a novel, interprofessional PPM curriculum targeted to diverse health professions trainees.MethodsThe curriculum was implemented annually among internal medicine residents, nurse practitioner students and residents, and pharmacy residents co-located in a large, academic primary care site. Small groups of interprofessional trainees participated in supervised quarterly seminars focusing on chronic disease management (e.g., diabetes mellitus, hypertension, or chronic obstructive pulmonary disease) or processes of care (e.g., emergency department utilization for nonacute conditions or chronic opioid management). Following brief didactic presentations, trainees self-assessed their clinic performance using patient-level chart review, presented individual cases to interprofessional staff and faculty, and implemented subsequent feedback with their clinic team. We report data from 2011 to 2015. Program evaluation included post-session participant surveys regarding attitudes, knowledge and confidence towards PPM, ability to identify patients for referral to interprofessional team members, and major learning points from the session. Directed content analysis was performed on an open-ended survey question.ResultsTrainees (n = 168) completed 122 evaluation assessments. Trainees overwhelmingly reported increased confidence in using PPM and increased knowledge about managing their patient panel. Trainees reported improved ability to identify patients who would benefit from multidisciplinary care or referral to another team member. Directed content analysis revealed that trainees viewed team members as important system resources (n = 82).ConclusionsStructured interprofessional training in PPM is both feasible and acceptable to trainees across multiple professions. Curriculum participants reported improved panel management skills, increased confidence in using PPM, and increased confidence in identifying candidates for interprofessional care. The curriculum could be readily exported to other programs and contexts.

Interprofessional education with ultrasound simulation: Diabetes and pregnancy

Abstract Interprofessional education (IPE) workshop on Diabetes and was conducted to improve knowledge and effective communication skills required to address important clinical issues in the management of diabetes in pregnancy. Interprofessional faculty from various disciplines developed evidence based educational material, learner specific objectives for each of the 12 clinical simulation stations, and multiple-choice items for pre- and post-test knowledge/skills assessment. Four IPE faculty leaders facilitated interaction among 58 physicians from 5 residency programs (obstetrics and gynecology, family medicine, emergency medicine, radiology and pediatrics), 27 nursing and 4 ultrasound technology students in the ultrasound simulation session. Learners received most updated evidence-based practice materials related to the ultrasound assessment of diabetes in pregnancy. Different ultrasound simulators were used to illustrate the first trimester pregnancy complications (e.g. threatened, missed abortion, and enlarged yolk sac), fetal anomalies (e.g. cardiac and neural tube defects) and pregnancy complications associated with diabetes (e.g. IUGR, macrosomia, and polyhydramnios macrosomia). Educational goals and objectives were strategically customized and learner group specific. Each learner group completed a pre- and post-encounter quiz, and pre- and post-session Readiness for Interprofessional Learning Scale (RIPLS) questionnaire. Significant improvement in knowledge and skills on the ultrasound assessment of pregnant patients with diabetes was noted after completion of the ultrasound simulation workshop. The average pre- and post-IPE activity Teamwork and Collaboration RIPLS sub-scale scores were calculated and compared.

Teaching teams to teach: Program evaluation results from an interprofessional faculty development program in academic family medicine

Introduction: The transformation of primary care into integrated health care teams has resulted in the urgent need for health professional teachers to be prepared to teach interprofessional learners and to contextualize this teaching to team based health care. At the University of Toronto (UT), new physician teachers in the Faculty of Medicine have access to a professional development program (BASICS) designed to prepare clinician teachers for academic medicine. In 2015, St. Michael’s Hospital opened a 6th family medicine academic health centre and welcomed more than 25 new family physicians and health professional educators (HPEs). Recognizing the new cohort of mixed profession educators, a modified version of the BASICS program was created, tailored to this mixed group of teachers, who all have a role in teaching health professional learners in the department. Purpose/Objective: The modified BASICS program was specifically designed to target an interprofessional (IP) audience (physicians and health professional educators (HPEs)) and evaluated with the goal of determining: 1- if the BASICS program could be successfully modified for an IP audience 2- if learning about teaching together could facilitate the acquisition of participants’ competencies for both collaborative teaching and clinical practice. Methods: Mixed methods were used including: a pre-program participant needs assessment pre- and post-program questionnaires (to assess knowledge (MCQs), self perceived collaborative competency (HPCCPS), program reflections) session-specific evaluations of each module qualitative feedback from module teachers (debrief) Results: 13 physicians and 27 HPEs participated. 100% indicated somewhat or very satisfied with the program. Pre-post HPCCPS (Health Professional Collaborative Competency Perception Scale) indicated improvement in self perceived collaborative competency (p Conclusions: This project demonstrated the feasibility of successfully implementing this educational program for an IP team audience, with potential positive impacts on confidence in teaching, collaborative ability and adoption of an enhanced IP lens amongst participants and teachers. These elements are essential to ensure that future health professionals are appropriately trained to participate in and deliver integrated care. Lessons learned: A pre-program needs assessment of participants was important to ensure their learning needs were identified prior to program planning. Careful use of inclusive language by teachers to model IP behaviour (not too physician focused) Limitations: This program was specifically adapted from a faculty development program provided by the Faculty of Medicine at the UT and may not be applicable in other jurisdictions. The modified program was implemented in an integrated primary care family health team teaching clinic which may not be transferable outside of the primary care setting. Suggestions for future research: The learning from this research and the integration of core adult learning principles and IP teaching pedagogy lend themselves for testing this type of program in other health professional training contexts.

TeamSTEPPS Virtual Teams: Interactive Virtual Team Training and Practice for Health Professional Learners.

Medical errors because of communication failure are common in health care settings. Teamwork training, such as Team Strategies and Tools to Enhance Performance and Patient Safety (TeamSTEPPS), improves team performance and patient outcomes. Academic institutions seek high-quality, low-cost curricula for interprofessional education (IPE) to prepare learners for clinical experiences before and after graduation; however, most IPE curricula involve lectures, simple tabletop exercises, and in-person simulations and are not readily accessible to geographically distributed and asynchronously engaged learners. To address this need, interprofessional faculty from multiple institutions and specialties created a series of eight screen-based interactive virtual simulation cases featuring typical clinical situations, with the goal of preparing learners to provide safe and effective care in clinical teams. Virtual simulations permit flexible, asynchronous learning on the learner's schedule and allow educators an opportunity to identify gaps in knowledge and/or attitudes that can be addressed during class or forum discussions. In 2016, 1,128 unique users accessed the scenarios. As a result of such virtual activities, learner selection of the appropriate TeamSTEPPS tool increased with progression through the scenarios.

The Foundations of interprofessional curriculum. Finding the right epistemology and learning theory for the task.

This article was migrated. The article was marked as recommended. Introduction: Health professional education programs are currently focusing on interprofessional training. This can highlight differences between our professions in our learning theories and training assumptions. A standardized approach to picking a deliberate perspective from which to design specific interprofessional curricula may be useful. Discourses: This paper presents one such approach. It is based on a 3 X 3 matrix developed by interprofessional faculty over seven years of team-based clinical training. To use this matrix, a deliberate epistemology (e.g., reductionist, constructivist, or complexity) and a learning theory (competency-based education, clinical reasoning, and situated learning) are chosen based on the goals of training, the context, and the developmental stage of the learners. Application: Each element in the matrix then provides a focused set of considerations for designing and assessing interprofessional curriculum. In addition, this matrix provides a framework for incorporating other epistemologies and learning theories. Conclusions: As professionals, we have been enculturated to see health education from a single perspective. A wider, structured approach to adopting learning assumptions and theories may better match the interprofessional training tasks we are being asked to design.

Capacity Building to Improve Interprofessional Collaboration through a Faculty Learning Community

Though much has been written on Interprofessional Education (IPE) and Faculty Learning Communities (FLCs) independently, there is limited literature devoted to examining the use of

INTERPROFESSIONAL GERIATRICS EDUCATION: IMPLEMENTATION AND EVALUATION OF NOVEL SIMULATION DAY IN THE UK

AbstractFollowing the introduction of an Advanced Nurse Practitioner Programme in Geriatric Medicine at a large UK teaching hospital, a pilot regional interprofessional simulation day with medical registrars was designed and held four times over four months. The format included five scenarios involving simulated patients, covering topics on delirium, elder abuse, falls, end of life communication, and polypharmacy. Structured debriefs were held after each scenario with an interprofessional faculty. Ninety percent of the 39 participants would recommend the day to colleagues and stated it was pitched at an appropriate level. Following the day, participants scored 1.1 marks higher on a 10-point knowledge test (P<0.001) and 2.5 points higher on the Readiness for Interprofessional Learning Scale (P<0.003). Discussion will explore impact on clinical practice two months after the simulation and qualitative data from post-simulation focus groups reflecting on the interprofessional learning. Implications for interprofessional education in the UK will be discussed.