Presenter(s):

John Luk, MD

Seats left:

100

Description:

Invited Keynote Presentation

Learning Objectives:

Following participation in this workshop, attendees will be able to:

1. Describe how past Interprofessional education successes enabled our collective potential. 
2. Connect current Interprofessional education strategies with prospective new thinking. 
3. Catalyze greater innovation to keep Interprofessional education at the leading edge of health professional education

Presenter(s):

Scott B. Crawford, MD, FACEP, FSSH, FAWM, CHSOS; Kyle Johnson, PhD, RN, CHSE, ANEF

Seats left:

100

Description:

Invited Feature Presentation

Learning Objectives:

Following participation in this workshop, attendees will be able to:

1. Describe the Healthcare Simulation Standards of Best Practice: IPE and existing frameworks for IPE within Simulation to guide future development.
2. Advocate for intentional simulation following the HSSOBP use in healthcare IPE training.
3. Implement innovative IPE curriculum designs in simulation to advance existing frameworks.
4. Discuss avenues to advance simulation training and competency through certification and continuing education opportunities.

Presenter(s):

Kathrine Branch, PhD, MSN, RN, FNAP, CHSE; Kelly Grace, PhD; Ashley Parikh, EdD; Sara Dann-Grice, PhD; Bruce Adcock, M.Ed., RRT-NPS, CHSE; Richard Briley, M.Ed., CHSE; Shinu Joy, DNP, MSN, RN, NPD-BC, OCN

Seats left:

100

Description:

Learning Objectives:

Following participation in this workshop, attendees will be able to:

1. Discuss how artificial intelligence (AI) can be used as an evaluation tool in educational interprofessional simulations
2. Discuss how consistent AI evaluations are compared to traditional human intelligence using established valid and reliable interprofessional evaluation tools.

Presenter(s):

Julie Hebert, OTD, OTR; Heather Pelkie, MA; Justin Ako, DC

Seats left:

100

Description:

This 20-minute lightning talk will showcase the innovative use of escape room simulations to gamify interprofessional education (IPE), providing students with a dynamic and engaging platform to learn collaborative patient care. Participants will explore how simulations are structured around complex patient cases, guiding students through the continuum of care from hospital admission to discharge. Each puzzle in the escape room represents a critical component of patient care, involving multiple disciplines and fostering a holistic understanding of the healthcare journey. The presentation will highlight the pedagogical design behind these simulations, emphasizing how they reinforce the four core areas of IPE: Values/Ethics, Roles/Responsibilities, Interprofessional Communication, and Teams/Teamwork. Attendees will gain practical insights into developing their own gamified simulations, including tips for crafting realistic cases, creating interdisciplinary puzzles, and boosting student engagement. The session will conclude with a discussion on the benefits of gamification in enhancing student engagement, promoting critical thinking, and preparing future healthcare professionals for collaborative practice.

Learning Objectives:

Following participation in this workshop, attendees will be able to:

1. Understand the Role of Gamification in IPE: Analyze how escape room simulations can enhance interprofessional collaboration by creating immersive,problem-solving scenarios tied to real-world healthcare cases.
2. Explore Interprofessional Integration: Examine the process of integrating diverse healthcare disciplines into a unified simulation to foster collaboration, teamwork, and communication.
3. Connect IPE Core Competencies to Practice: Identify how the four core areas of IPE—Values/Ethics, Roles/Responsibilities, Interprofessional Communication, and Teams/Teamwork—are operationalized within an escape room simulation.

Presenter(s):

Sarai Granados, MS, CCC-SLP; Rika Brake, OTD; Susan Sneed, MS, CCC-SLP

Seats left:

100

Description:

Learning Objectives:

Following participation in this workshop, attendees will be able to:

1. Attendees will identify at least three collaborative practice experiences that enhance teamwork and communication among students from diverse health professions.
2. Attendees will describe at least three instructional approaches that can be effectively integrated into clinically-based interprofessional education (IPE) experiences to promote collaborative learning.

Presenter(s):

Noralyn Pickens, PhD, OT, FAOTA; Ella Kysar, BS

Seats left:

100

Description:

Following participation in the 2024 IPEC Institute interprofessional teams of faculty from Texas Woman's Uuniversity’s three campuses worked collaboratively to develop a menu of sustainable learner-level-based IPE activities for use across programs and curricula. One activity from each learner-level group design team will pilot their activity in Spring 2025. Results of the program design and experiential outcomes will be shared.

Learning Objectives:

Following participation in this workshop, attendees will be able to:

1. Articulate IPE learner level-based IPE programming ideas.
2. Integrate IPEC competencies with student learning outcomes and measurement.

Presenter(s):

Ana Marcial, BA, BS; Jennifer Roye, EdD, MSN, RN, CHSE-A, CNE

Seats left:

100

Description:

Learning Objectives:

Following participation in this workshop, attendees will be able to:

1. Highlight the need for interprofessional education pertaining to medical interpretation.
2. Highlight the benefits of interprofessional education pertaining to medical interpretation.
3. llustrate risks associated with inadequate medical interpretation.
4. Discuss the efficacy and feasibility of simulation-based learning (SBL) for interprofessional training.

Presenter(s):

Stephanie Jevas, PhD, LAT, ATC, FNAP; Crystal Smith, OTD, OTR; Ashley Mullins, MS, RDN, LD, CNSC; Laura Thielke, MS, RN

Seats left:

100

Description:

As institutions’ interprofessional education programs grow, it is important that we shift from focusing on adding more IPE events to the curricula to ensuring quality IPE experiences for our learners. TeamSTEPPS^® (Team Strategies to Enhance Performance and Patient Safety) is a framework that promotes teamwork in healthcare by developing four core competencies including communication, situation monitoring, leadership, and mutual support.

This lightning talk will provide participants with an overview of Strengthening Teamwork in Interprofessional Concussion Management, an interprofessional approach to teaching the concepts of TeamSTEPPS^®. Students and faculty from athletic training, kinesiology, nursing, nutrition and dietetics, occupational therapy, social work, and speech-language pathology collaborate on a multidisciplinary case written from each profession’s perspective enabling students the opportunity to learn more about their roles and those of other professions in managing a concussion case.

This event typically includes over 100 students and at least 10 faculty that help facilitate the activity. We will provide information on the work students complete prior to the event to learn more about their role and the interprofessional management of concussions so they are ready to collaborate, contribute to the conversations and activities, and apply effective teamwork strategies and tools throughout the training.

Our approach to TeamSTEPPS^®instruction has evolved over the last six years, and presenters will share barriers, challenges, and lessons learned. We will also discuss strategies we have implemented to improve student motivation to participate in interprofessional activities. This is imperative as we continue to identify sustainable interprofessional platforms in which students learn team dynamics and group processes to enable effective collaboration.

Learning Objectives:

Following participation in this workshop, attendees will be able to:

1. Develop an interprofessional case-based approach to teaching and applying TeamSTEPPS^® strategies and tools.
2. Understand barriers, challenges, and lessons learned when implementing an interprofessional approach to TeamSTEPPS^®.
3. Identify strategies for improving student motivation to participate in interprofessional activities.

Presenter(s):

Padmavathy Ramaswamy, MS, MPH; Rachel Jantea, MD, MS; Elda Ramirez, PhD, RN, FNP-BC, ENP-C, FAANP, FAEN, FAAN

Seats left:

100

Description:

Health disparities and social determinants of health contribute to poor health outcomes in underserved communities in Texas. Telehealth has emerged as an effective solution to provide quality care and increase client engagement and satisfaction. Additionally, interprofessional learning with community members allows for higher levels of learning, such as changes in behavior and improved performance at both the level of the individual and the team. Our academic institution created a community-based telehealth IPE experience to better serve our underserved Texas and border population and train health professional students for team-based care. The ICARE (Improving Care Access and Realizing Equity) program, launched in 2022, is a longitudinal 7-week telehealth program designed to address health disparities in underserved Texas communities. Students from the schools of nursing, medicine, dentistry, public health, social work, biomedical sciences, and nutrition collaborate through Zoom using medical interpreters to provide individualized client education and resources on nutrition, dental health, chronic disease, mental well-being, and geriatric issues.

Learning Objectives:

Following participation in this workshop, attendees will be able to:

1. Describe the development and implementation of ICARE, a virtual community-based IPE experience to address social determinants of health in underserved Texas communities.
2. Identify student perceptions and client satisfaction with the ICARE program.

Presenter(s):

Angela Van Sickle, PhD; Gurvinder Kaur, PhD

Seats left:

100

Description:

Learning Objectives:

Following participation in this workshop, attendees will be able to:

1. Describe how the role of the physician in training and the role of students training for a career in speech-language pathology (speech-language pathologist in training) can enhance patient care.
2. Demonstrate how students learn the structures of the pharynx and larynx in an interactive laboratory setting, describe the common physical abnormalities resulting in speech disorders such as cleft palate, cleft lip, dysphagia, and voice disorders and explain how the loss of laryngeal innervation affects both swallowing and voice following participation in this IPE experience.

Presenter(s):

Kathrine Branch, PhD, MSN, RN, FNAP, CHSE; Vera Gibb, DNP, APRN, FNP-C, AQH, CCTP; Ashlesha Parikh, EdD, MSHS, PTA; Safa'a Al-Arabi, PhD, MPH, MSN, RN; Cheryl Juneau, DrPH, MSN, APRN, FNP-C; Kelly Grace, PhD

Seats left:

100

Description:

Migraines and headache disorders are among the most prevalent yet often misunderstood neurological disorders, affecting millions of individuals worldwide. Addressing the complexity of these conditions requires a comprehensive, interprofessional approach that incorporates expertise from numerous healthcare disciplines. The Engage Me initiatives at the University of Texas Medical Branch (UTMB) have been developed as part of the Interprofessional Core Curriculum at the University to spark conversations, ignite action, and build healthier futures together. This lightning talk will showcase how UTMB’s Engage Me initiatives integrate an interprofessional approach to promote evidence-based discussions on migraine and headache management and emerging treatments. By bringing together experts from different fields, the Engage Me initiatives have created a dynamic platform that empowers emerging and existing healthcare professionals and the public to make informed decisions about migraine and headache disorders and treatment options.

Learning Objectives:

Following participation in this workshop, attendees will be able to:

1. Discuss how the Engage Me initiatives at the University of Texas Medical Branch have been implemented using an interprofessional approach to bring awareness to the debilitating impact of migraines and headache disorders and emerging treatment options.
2. Analyze the interprofessional findings and insights gained from participants of the Engage Me initiatives at the University of Texas Medical Branch.

Presenter(s):

Joan Potter Brunet, PT, DPT, EdD; Douglas Dendy, PT, ScD; Andre Newcome, PT, DPT, ScD, NCS

Seats left:

100

Description:

The Interprofessional Orthotic and Prosthetic Seminar (IOPS) day incorporates the various roles and responsibilities of a health care team including an orthotist, Prosthetist, Occupational Therapist (OT), Physical Therapist (PT), Athletic Trainer, a patient advocate, and other DME specialists. The purpose of this event is to bring hands-on clinical training to Doctor of Physical Therapy (DPT) students in the area of orthotics and prosthetics. The DPT students sign-in and receive their groups assignments first thing in the morning. Then everyone gathers in a large classroom. The participants are told about the flow of the day, the objectives of the event, and are introduced to the team members. The students are put into small groups, usually 3-4 students in a group. The groups normally include students from each campus. The students receive their “bingo cards” and the groups plan their morning and afternoon sessions.The expectation is that all students will get each square on their bingo card checked off. Each square represents a different session. There are 12 sessions at the event and students are advised to move from session to session. Each session lasts from 20-30 minutes, depending on the content. It is recommended that only 2 student groups are at each session. The breakout sessions involve teaching and hands-on experiences in: sports braces, lower extremity orthotics for adults and pediatrics, prosthetics components, residual limb care, simulated prosthetic training, specialized footwear, and upper extremity splinting. To meet the goals of the event, at the beginning of each breakout sessions, facilitators discuss their roles in the health care team related to the prosthetics or orthotics for that session. The upper extremity splinting is taught by second year doctor of occupational therapy students.The IOPS is a 4.25-hour event that is part of the DPT course HPPT 8226 Orthotics and Prosthetics. The students attend the morning sessions from10:00-11:50. There is an hour lunch break and then they attend sessions again in the afternoon from 1:00-2:50. At the wrap-up session at the end of the seminar, there is a 15-minute discussion and feedback with all students and presenters. Some of the questions asked to facilitate discussion during the wrap-up include how the content learned can be applied across the various fields of health care practice. They also examine the importance of interprofessional communication in orthotic and prosthetic management. Following the event, a student survey for PT and OT students is given to assess interprofessional practice and education related to the IOPS.

Learning Objectives:

Following participation in this workshop, attendees will be able to:

1. The learner will understand how an interprofessional education (IPE) experience can enhance communication skills among healthcare students from diverse disciplines, particularly in orthotics and prosthetics.
2. The learner will recognize the value of comparing and contrasting the roles and responsibilities of different healthcare providers (e.g., occupational therapists, orthotists, prosthetists, athletic trainers) in fostering collaborative learning in an IPE setting.
3. The learner will examine how exposure to various orthotic and prosthetic devices in an IPE experience can deepen learners’ understanding of these devices and their use in patient care.
4. The learner will appreciate the impact of a team-based IPE approach on improving the ability of healthcare students to work together in providing care for patients needing orthotic and prosthetic devices.

Presenter(s):

Emily Stuart, MS, LAT, ATC

Seats left:

100

Description:

Reflective practices provide insights into learners’ development as interprofessional team members, enabling faculty to support their academic growth. This approach emphasizes critical appraisal of learning experiences over simple skill checklists, fostering sustained growth in knowledge, skills, and behaviors. Health science schools should aim for this deeper level of learning, where reflection and commitment to growth shape lifelong learners. This lightning talk will allow for dialogue surrounding the premise of competence as an asymptote, allowing presenters and participants to safely share their points of view with regard to the need for a shift from strictly competency-based interprofessional education to the notion of developing reflective learners as a priority.

Learning Objectives:

Following participation in this workshop, attendees will be able to:

1. Identify the rationale for shifting from strictly competency-based interprofessional education to the notion of developing reflective learners as a priority.
2. Present an example of embedding reflective learning into IPE experiences as a way of both teaching the reflective process and assessing learning outcomes.
3. Highlight key outcomes of this learning framework and ideate the integration of reflective learning into IPE.

Presenter(s):

Ashley Higbea, PharmD, BCPS; Virginia "Gini" Holter, DNP, APRN, FNP-BC

Seats left:

100

Description:

Learning Objectives:

Following participation in this workshop, attendees will be able to:

1. Describe a virtual on-demand IPE activity to meet the IPEC Roles and Responsibilities.
2. Identify key aspects that can be applied when developing, implementing, and improving IPE activities.

Presenter(s):

Catherine Hatfield, PharmD, FNAP

Seats left:

100

Description:

A rapidly developed IPE will be shared - why it was needed, how it was developed, and what it looks like now. Participants will have time to develop rapid IPE opportunities in small rotating groups. Then ways to make IPE sustainable will be discussed.

Learning Objectives:

Following participation in this workshop, attendees will be able to:

1. Describe a rapidly developed IPE process.
2. Create rapid IPE ideas.
3. Discuss ways to make IPE sustainable.

Presenter(s):

Julie Hebert, OTD, OTR; Heather Pelkie, MA; Luning He, PhD; Justin Ako, DC

Seats left:

100

Description:

This 45-minute workshop will discuss and demonstrate the innovative utilization of the metaverse as a platform for hosting an immersive and inclusive Interprofessional Education (IPE) event. The event highlighted the integration of guest speakers, dynamic interactive sessions, and a meticulously curated virtual exhibition hall to craft an engaging and collaborative learning environment for students and faculty. Participants will gain insight into replicating similar transformative experiences within their institutions, leveraging the metaverse to address critical challenges in accessibility, inclusivity, and engagement while fostering meaningful interprofessional collaboration. The workshop will blend theoretical exploration and practical application, offering live demonstrations of metaverse tools and participant-exploring activities. By examining real-world outcomes and addressing barriers such as technological adoption and equitable access, the session will underscore the metaverse’s potential to revolutionize IPE practices. Participants will leave with actionable strategies and resources to pioneer sustainable pathways in interprofessional education.

Learning Objectives:

Following participation in this workshop, attendees will be able to:

1. Critically Evaluate the Metaverse as a Tool for IPE: Analyze the transformative potential of the metaverse in advancing interprofessional education, focusing on fostering accessibility, inclusivity, innovation, and engagement.
2. Master the Development of Immersive Virtual Spaces: Develop an understanding of the methodologies, platforms, and resources required to conceptualize and implement metaverse-based IPE events.
3. Advance Sustainable IPE Practices: Formulate strategies for institutional adoption of metaverse technologies to create enduring, scalable interprofessional education and collaborative learning models.

Presenter(s):

Rosario E. Olivera, MSW, PhD Candidate; Beverly Calvo, EdD; Berenice Peralta, MBA, PhD Candidate; Miriam Vazquez, MA; Veronica Estala, PhD; Alma Armendariz, MSW

Seats left:

100

Description:

The University of Texas at El Paso (UTEP) in collaboration with Project Vida Health Center (PVHC) is committed to improving health and educational outcomes for youth, particularly focusing on underserved and vulnerable populations, through interprofessional communities that target health and school professionals. To date, we have successfully hosted two IPE-EHSC (Interprofessional Education - Education and Health Sciences Collaborative) events. These events have introduced educators—including preservice teachers, school and rehabilitation counselors, principals, and educational diagnostician students—as well as health professionals such as social workers, nursing students, and community health workers. Community health workers are an essential public health workforce that brings lived and work experience to the interprofessional learning environment. Traditionally, such events are reserved for future healthcare professionals, but by these groups together, we have created a unique platform for collaboration and learning that is grounded on real-life experience. In this presentation, we will present preliminary findings from participant surveys and comments on their learning. In school-based PreK-12 settings, the concept of the ‘patient’ extends to students who face both academic and health challenges. This creates a more contextually relevant learning experience for all participants, blending the educational and healthcare environments. Through this approach, preservice educators and health professionals can better understand how to support the diverse needs of students, particularly those who are most vulnerable. Additionally, we have incorporated a trauma-informed and youth-friendly framework into the case study used in these events. These frameworks allow for a comprehensive, interdisciplinary perspective that equips participants with the skills needed to address not only academic and physical health concerns but also emotional and psychological well-being. By fostering a more holistic approach, we are preparing future professionals to work collaboratively in addressing the multifaceted challenges faced by students in today’s educational environments.

Learning Objectives:

Following participation in this workshop, attendees will be able to:

1. After participating, attendees will learn how interprofessional communities prepare school professionals and health professionals on how to address student’s academic and health challenges—particularly in underserved populations.
2. After participating, attendees will leave with tips on how interprofessional communities can be integrated into PreK-12 education settings where healthcare professionals interact with school professionals utilizing school-based cases.

Presenter(s):

Zach Sneed, PhD, CRC, LCDC, BH-TMH; Kathryn Panasci, PT, DPT, CWS; Michelle Kiser, EdD; Renee Bogschutz, PhD, CCC-SLP, FNAP

Seats left:

100

Description:

Stigma surrounding substance use and substance use disorders (SUD) significantly influences health professionals' attitudes and behaviors toward affected patients. Negative perceptions often result in reduced empathy, avoidance behaviors, and biased care decisions which can impede the quality of treatment and access to necessary resources. Our interprofessional team is working to thoroughly assess the attitudes and beliefs that contribute to stigma, thereby informing targeted interprofessional educational (IPE) experiences to reduce negative perceptions and improve care for individuals with SUD. This presentation will provide updates on the development of a novel tool for assessing stigma among health professional students towards SU D.We will present findings from recent focus groups designed to gather data on students' experiences and perceptions regarding SUD. These insights will guide the development of subsequent steps in our project. The ultimate goal is to create an assessment tool that can be used in IPE settings to monitor and address stigma, thereby fostering a more effective healthcare environment for patients with SUD.

Learning Objectives:

Following participation in this workshop, attendees will be able to:

1. Identify the key factors contributing to stigma among health professional students toward individuals with substance use disorders.
2. Analyze the impact of stigma on patient care and treatment outcomes for individuals with substance use disorders.
3. Discuss strategies to assess stigma among health professional students.

Presenter(s):

Jeffrey Pearl, MD; Wesley Lockhart, MS, CHSE, CHSOS

Seats left:

100

Description:

Learning Objectives:

Following participation in this workshop, attendees will be able to:

1. Apply principles of instructional design and simulation-based education to develop a structured mass casualty IPE experience that fosters interdisciplinary collaboration.
2. Analyze the key logistical and operational challenges in organizing a large-scale mass casualty simulation, including personnel coordination, resource allocation, and scenario fidelity.
3. Construct an interdisciplinary mass casualty simulation scenario by integrating clinical cases, patient flow management, and multi-agency collaboration.
4. Evaluate the impact of interprofessional collaboration on patient outcomes in mass casualty incidents through post-simulation debriefing and participant feedback.

Presenter(s):

Michelle Ensminger, BS; Molly Lee, MSN, RN; Julie St. John, DrPH, MA, CHWI

Seats left:

100

Description:

For over 20 years, Texas Tech University Health Sciences Center (TTUHSC) has fostered a legacy of interprofessional global health engagement, facilitating immersive experiences for students, faculty, and staff in diverse global settings. These experiences aim to cultivate global competence, Cultural Intelligence, and collaborative practice across healthcare professions. While these programs offer valuable learning opportunities, they have not been immune to the broader critique surrounding Short-Term Experiences in Global Health (STEGH) and the phenomenon of "parachute medicine"—where external parties deliver care or services in underserved communities without sufficient understanding of local contexts or sustained partnerships. Critics argue that such approaches risk reinforcing dependency, exacerbating power imbalances, and undermining local health systems. This workshop addresses these challenges by introducing participants to the use of key informant interviews as a strategy for integrating local expertise and amplifying community voices. By adopting this approach, global health practitioners can enhance Cultural Intelligence, build reciprocal relationships, and promote sustainable impact, contributing to the broader movement toward ethical, equitable, and decolonized global health engagement. Through interactive team exercises that span professions, attendees will explore how to integrate these strategies into their professional and educational activities, enhancing global competence, reflexivity, and ethical global engagement across diverse healthcare and interdisciplinary contexts. This workshop is ideal for professionals and students engaged in interprofessional and global health education and practice.

Learning Objectives:

Following participation in this workshop, attendees will be able to:

1. Describe the concept of decolonizing global health and its relevance and importance in interprofessional short-term global health engagements (STEGH).
2. Discuss the role and methodology of key informant interviews in gaining context-specific insights, fostering equitable partnerships in global health settings, and promoting cognitive decolonization.
3. Develop strategies for integrating key informant interviews to enhance global competence, knowledge of local communities, and sustainable impact of STEGH programs to then inform individual professional practice in their respective fields and communities.

Presenter(s):

Veronica Young, PharmD, MPH, FNAP; Joan Asseff, LCSW-S; Lauren El-Assad, LCSW; Sook Hyun Park, PhD Candidate; John Luk, MD

Seats left:

100

Description:

To improve health outcomes and strengthen health systems, it is essential to prepare future health care professionals to address the various environmental systems that influence access to and quality of health services. Additionally, it is important to recognize that inadequate access to these services can be traumatic for both patients and practitioners. Integrating ecological systems theory (EST) and trauma-informed care (TIC) into interprofessional education (IPE) provides a novel approach to address this complex issue through the lens of interprofessional collaboration. Our university developed a 3-hour interprofessional training that focuses on access to health care services and insurance coverage using the EST and TIC frameworks. Students are placed into interprofessional teams with each team supported by at least one faculty facilitator. Teams apply EST to explore the impact of a health insurance policy on a simulated family and its medical and socioeconomic circumstances. Teams then apply both EST and TIC to address the family’s experiences through unexpected life events. There were 46 interprofessional teams representing nine health professions (n=336). At baseline, only some students were extremely or very familiar with environmental factors that influence access to health care services (40%), TIC (23%), and interpreting insurance coverage (17%). Post-training, over 80% reported increased understanding in all three areas. Confidence in addressing healthcare coverage-related concerns increased from 10% to 83%. This was a well-received interprofessional training, indicated by an IPE composite score of 4.38 on a 5-point Likert scale (Cronbach’s alpha 0.94). Integrating EST with TIC into interprofessional training has the potential to increase the knowledge, skills, and confidence of future health care professionals to collaboratively address health care access issues.

Learning Objectives:

Following participation in this workshop, attendees will be able to:

1. Explore opportunities to integrate the ecological systems theory and trauma-informed care approach into interprofessional education.
2. Propose an activity that integrates these frameworks into an interprofessional learning experience.

Presenter(s):

Carrie S. Shaver, DHA, IHC, FACHE; Merritt M. Brockman, DHA, FACHE; Loren Gomez, BS

Seats left:

100

Description:

This inaugural global health program aligned closely with both the mission of the Texas Tech University Health Sciences Center (TTUHSC) School of Health Professions (SHP) as well as the broader strategic internationalization goals of the university through:

1. Enhancing lives: This program empowers students to be well-rounded healthcare professionals capable of addressing diverse populations' needs. Sustainable interprofessional collaboration is emphasized so that this partnership can lead to a long-term impact on the communities served in Belize. Strengthening partnerships between TTUHSC and Belizean community partners through this program will contribute to sustainable improvements in healthcare delivery. It will also provide students with a unique opportunity to engage in interprofessional collaboration, gain global health perspectives, and develop cultural competence.

2. Championing interprofessional partnerships: The program emphasizes interprofessional collaboration, a core value of TTUHSC. By bringing together students from various disciplines to work alongside local healthcare professionals and community members in Belize, the program fosters a culture of collaboration and teamwork, which is essential for delivering effective and comprehensive healthcare.

3. Global education and intercultural understanding: The program is designed to provide students with a transformative global education experience. Through immersion in Belizean culture, engagement with diverse communities, and interactions with international partners, students will develop a deeper understanding of global health issues and strengthen their intercultural competencies. This aligns with the university's commitment to fostering intercultural understanding among students, faculty, staff, and the broader community.

Learning Objectives:

Following participation in this workshop, attendees will be able to:

1. Examine key events shaping the history of Belize and articulate the primary challenges to Indigenous populations in Belize.
2. Describe the structure of the Belizean healthcare system, including its organization, funding sources, and delivery mechanisms.
3. Summarize the social, economic, and cultural factors contributing to global health disparities and the impact on patient outcomes, drawing comparisons between Belize, Texas, and the United States as a member of an interprofessional team.
4. Develop patient-centered interventions and communication styles that respect the patient’s cultural and religious beliefs.
5. Compare and contrast the roles of healthcare practitioners across various settings, evaluating the scope of practice and influences.
6. Reflect on personal and professional growth, including the development of interprofessional competencies and the integration of structural and cultural competence into one's practice.
7. Evaluate interdisciplinary strategies and cultural competency, proposing improvements for future practice.

Presenter(s):

Carolyn Perry, MS, CCC-SLP; Robert Larson, OTR, PhD; Megan Taylor, OTR, OTD, MSOT, CLT; Katie Moss, MS, CCC-SLP; Brooke Ward, MS, CCC-SLP; Susan Sneed, MS, CCC-SLP

Seats left:

100

Description:

Preparing occupational therapy (OT) and speech-language pathology (SLP) students for the dynamic and challenging acute care environment necessitates robust educational experiences. Over the past five years, we have refined an interprofessional simulation-based learning experience(SBLE) to enhance student preparedness in the acute care setting. This SBLE leverages the overlapping scopes of practice between OT and SLP, fostering collaborative problem-solving and communication skills crucial for acute care settings. The INACSL Standards of Best Practice for SimulationDesign (Watts et al., 2021) emphasize the importance of fidelity (i.e., accuracy in details, realism, exactness) in creating authentic learning environments. Fidelity encompasses physical, conceptual, psychological, and intrinsic components. However, it's crucial to prioritize pedagogical goals and desired outcomes before diving into the design of SBLEs. By carefully considering the "why" and "how" of the simulation-based learning experience, effective experiences can be created that promote the transfer of learning to real-world clinical practice. The INACSL Standards of Best Practice for Simulation Design (Watts et al., 2021) provide a framework for creating effective and impactful SBLEs. By adhering to these standards, educators can ensure that their simulations align with best practices in simulation education, pedagogy, and clinical practice.

This presentation explores the design and implementation of an acute care SBLE at Texas Tech University Health Sciences Center (TTUHSC) for graduate OT and SLP students and how other educators can structure a similar experience in their own curricula. This SBLE has aimed to develop essential clinical skills and boost student confidence prior to acute care placements. Topics to be covered in this presentation include the general SBLE design and planning, implementation, and evaluation, highlighting the modifications made in response to continuous quality improvement assessments in order to ensure the sustainability and effectiveness of the SBLE. By understanding and applying best practices, educators can create impactful SBLEs that prepare students for the challenges of real-world clinical practice. This collaborative effort can leverage the expertise and best practice standards of relevant professional organizations, such as the American Speech-Language-Hearing Association (ASHA) and the American Occupational Therapy Association (AOTA). By integrating these organizational guidelines with the INACSL standards, the fields can create more active and impactful SBLEs.

This interdisciplinary approach will foster:

• Innovative simulation designs: Tailored to the specific needs and challenges of the acute care setting.
• Shared resources: Such as standardized patient scripts, simulation scenarios, and assessment tools.
• Professional development opportunities: For faculty in both disciplines to enhance their simulation teaching skills.

Ultimately, these efforts will better prepare OT and SLP students for the complexities of acute care practice, equipping them with the knowledge, skills, and confidence to provide high-quality patient care.

Learning Objectives:

Following participation in this workshop, attendees will be able to:

1. Develop strategies for incorporating advanced clinical practice in interprofessional simulation-based learning experiences into curricula.
2. Develop strategies to develop and sustain interprofessional collaborations for simulation.
3. Delineate required resources and schedule for implementation regarding a successful multi-year interprofessional simulation.
4. Address common challenges and best practices in implementing and managing simulation-based programs.
5. Identify effective assessment tools to measure student learning and performance in simulation-based learning experiences.