Background, including statement of problem, and aims: The WHO (2010) called for preparing faculty to facilitate IPE. However, faculty feel ill-prepared to facilitate IPE (Ratka et al., 2017). Most health professions students are not trained as IPE facilitators. IPE Programs are challenged to hire faculty ready to facilitate IPE. Hoffman, Harris and Rosenfield (2009) have outlined the importance of mentorship in IPE. DrPH students participated as part of a larger cohort of advanced…

Indigenous people within the United States are drastically underrepresented in the field of medicine. Out of the 23,156 matriculants to U.S. MD-granting medical schools in the 2024-2025 cycle, only 35 identified as American Indian or Alaska Native alone, and only 166 identified in combination with another race or ethnicity. To address this disparity, students from the Jacobs School of Medicine and Biomedical Sciences and the Seneca Nation Education Department collaborated to form an annual…

BackgroundInterprofessional educational activities enhance collaboration, role comprehension, and quality of care. Developing interprofessional values and interpersonal skills is crucial for navigating healthcare challenges. However, understanding the roles and expertise of various professionals can be difficult (Zenani et al., 2023). Strengthening interprofessional knowledge and fostering sustainable working relationships improves patient outcomes and overall care quality (Isibel et…

Background:Interprofessional education (IPE) has is an emerging field of healthcare education. Teamwork and collaboration foster a healthy working environment, and IPE aims at learning about, from, and with each other. For this to occur, educational institutions and healthcare services have recognized the need for all members of the team to be educated together to deliver this holistic care to a patient. As health professionals, dental students, medical students, and nurses should be…

Improving Patient Care Through Enhanced Communication: An Interactive IPE Lab Experience Between MSLP and DPT StudentsBackgroundHealthcare teams face significant challenges in effective collaboration, often stemming from limited understanding of complementary professional roles and communication barriers. While graduates are expected to function as contributing team members upon entering clinical practice, traditional instructional methods like didactic instruction and reflective…

Background:Amblyopia is the most common cause of preventable vision loss in children. Eye patching therapy is an effective treatment, but adherence remains a critical barrier, especially among families with limited health literacy or access to consistent education. Caregivers often report difficulty understanding treatment goals, struggling with daily routines, and receiving minimal hands-on support. To address this gap, this interprofessional quality improvement initiative involving…

University of North Dakota has a strong Interprofessional Education Program, including a classroom experience (Interprofessional Healthcare Course), state-of-the-art simulation center, and other activities such as the PharmD/MD match program and IPE Trivia Night. To further augment the curriculum in a novel way, a student-driven, innovative interprofessional event was created by “Students for Interprofessional Health,” a student organization at the University of North Dakota. “…

Background:Giving and receiving feedback is a critical component for enhancing team performance, allowing learners the opportunity for self-reflection and to identify areas for improvement. However, published data suggest that students may struggle with providing constructive feedback to peers on team performance. To prepare students with the skills necessary to provide feedback to peers, they may need to first practice honest self-reflection of their own team behaviors. The purpose of…