(194) Student Growth in Interprofessional Education Collaborative (IPEC) Competencies: Results from a Multi-Phased Approach across Professions.

Objective : To evaluate the benefit of a multi-phased interprofessional education (IPE) curriculum on student growth in specific competencies.

Methods: Students from numerous health care professions across two universities participated in a three-phased IPE curriculum consisting of asynchronous self-paced learning and synchronous group activities; including a simulation. The final simulation in phase three was a progressive stroke case consisting of six back-to-back stations simulating a patient’s healthcare journey. The IPE curriculum is progressively designed and evaluated using pre and post validated assessment tools including the Student Perceptions of Interprofessional Clinical Education Revised-2 (SPICE-R2) survey for phases one and two and the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) for phase three. Descriptive statistics and t-tests were used to compare results from the pre and post surveys on interprofessional education and competencies.

Results: A total of 965 students from 9 health care professions completed pre and post SPICE-R2 for phase 1 and 2 and 262 students from 6 professions completed pre and post ICCAS for phase 3. Phase 1 students showed significant improvement in 7 out of 10 areas on the SPICE-R2 (p <.05) and phase 2 students showed no significant improvement in any areas. Phase 3 students showed significant improvement in all 20 areas of the ICCAS (p <.001).

Conclusions: An intentional asynchronous and synchronous three-phased, multi-modal IPE curriculum shows significant benefit to students of varying health professions at beginner and advanced stages of their training.