It takes a village: Hatch1, T., King1, S., Hall2, M., Paslawski3, T., Schmitz4, C., Taylor4, E., Guirguis5, L., Kahlke1, R., MacGregor6, D., McLaughlin6, A.1Health Sciences Education and Research Commons; 2Department of Physical Therapy; 3Department of Speech Pathology and Audiology; 4Department of Occupational Therapy; 5Faculty of Pharmacy; 6Alberta Health Services

•Partnershipbetweensectorsshapesprofessionalpracticeand

supportstransitiontoworkforce•Studentsvaluelearningaboutprofessionsfromregulatorybodies.

• TappingintothefoundationaldocumentsandhumanresourcesofregulatorybodiesisinvaluableinbuildingsustainableIPEexperiences.

• Engagingpatientsandfrontlinepractitionersprovidesauthenticity.

•ParticipationofexternalpartnershighlightsthevalueplacedonIPEbeyondtheivorytower.

•Diverserepresentationofprofessionsamongexternalpartnersiskey.

• Earlylearnersfeelsupportedwhenownprofessionisrepresented.

Students StationsNursing 54 Patients 3

Occupational Therapy 99 IP Practitioner Teams 2

Physiotherapy 94 Regulatory BodiesACAC, ACP, ACSW, ACSLPA, CARNA, CLPNA, CRDHA, PA-C+A

8

Pharmacy 131 IP Student GroupsSHINE, HSSA

2

Speech Language Pathology 57

StudentTotal 435 StationTotal 15

EvaluationStatement AverageStudentRating(5)I increased my knowledge of interprofessional practice 4.13

I am motivated to learn more about interprofessional practice 4.37

The IP pathway launch was relevant to my education 4.40

RegulatoryBodyStations

PatientStation

Partnering for authentic and sustainableinterprofessionaleducation

EightHealthScienceFaculties have collaborated to deliver interprofessional education (IPE) for over 20 years. Aside from one required course, IPE is fragmented across these faculties. To expand learning beyond this course and enhance integration of IPE, educators sought activities that would:• Buildearlyunderstandingandengagementamongstudents• Enhancetheconnectionbetweenacademiaandpractice

To this end, a 3-hour interactive education session was piloted with 435 students from five disciplines in the first month of their aca-demic program. The event aimed to:• Establishcommonunderstandingofthephilosophy,language

and expectation of IPE• Provideearlyexplorationofcollaborativepractice.

In one component, interprofessional student teams navigated stations hosted by patients, practitioners and regulatory bodies. The stations were designed to develop role clarification skills. Students explored how intentional discussion and foundational documents build knowledge of scope of practice and collaborative practice from patient, front line and organizational perspectives.

Time constraints, volume of students and uncertainty regarding the novel approach raised concerns related to recruitment of external partners needed for stations. Despite initial concerns, response was positive with 15 stations available to students.

LaunchParticipants

Post-eventSurveyResults

“. . . I loved hearing from the patients as to how important it is for the team to work together.”

“I was surprised at the frequency and depth of communication between health care professionals. Loved this activity.”

“Loved that we interacted with real patients, practitioners and regulatory body reps. Two thumbs up.”

“Went well, thank you to all professionals that were involved - your time was much appreciated.”

FutureDirections• Broadenrepresentationofregulatorybodies;seekpractice

representatives from organizational level.• EngageregulatorybodiesatotherpointsinIPEtosupportearly

learners who struggle with role clarification in the context of peer to peer learning.

AcknowledgementsThe contribution of participating students, internal and external partners was greatly appreciated.