Interprofessional education (IPE) activities are utilized in health education programs to develop interprofessional collaboration (IPC) competencies. All first-year healthcare students at three postsecondary learning institutions attend a mandatory introductory IPE event annually. During the 2020/2021 academic year, the event was moved from a face-to-face activity to a virtual format due to the COVID-19 pandemic restrictions. This study examined whether the virtual IPE activity was effective in supporting the development of interprofessional competencies for first-year healthcare students. Two hundred and six students attended a synchronous didactic presentation on IPE competencies and discussed a simulated case in interprofessional groups of eight students and two faculty facilitators. The Interprofessional Collaborative Competency Attainment Survey (ICCAS) was used to measure the students’ opinions on interprofessional competencies. Paired t-tests were used to compare the pre- and post-scores. One hundred and nine (52.9% response rate) students completed the survey. Surveys from 99 students with matched pre- and post-scores were included in the study. The ICCAS competencies showed improvements (p < 0.05) in all of the students’ self-reported IPE competencies following the activity compared to before the training. Our findings indicate that the virtual IPE activity is effective in facilitating the development of IPC for first-year healthcare students.

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Background Previous work on sickness absence has shown that conversations about return to work can be challenging. The perception of competing interests and multiple stakeholders in the return to work process may also complicate and erode trust, further impacting health and well-being. Aims This study aims to explore the themes arising from the experiences of physicians and patients on the impact of health and return to work. The goal was to use these results to develop a Medical Readers’ Theatre workshop focusing on negotiating challenging return to work scenarios to serve as an educational support for stakeholders. Methods Semi-structured interviews were conducted with 19 physicians and 15 patients from the Canadian Maritime Provinces on their experiences in return to work following an injury or illness. Interviews were recorded, transcribed and thematically analysed. Using the emergent themes, an educational workshop in the modality of Readers’ Theatre was developed. Results The findings confirm there are multiple stakeholders involved in the return to work process and the factors influencing successful return are not always medically related. Six recurring themes were identified for the patient group and five for the physicians’, allowing the development of storylines and four return to work scenarios. The scenarios have been used in teaching sessions. Conclusions The themes reinforced that challenges in return to work are not always medical in nature. This Readers’ Theatre adopts perspectives of patients, physicians and other stakeholders whilst focusing on return to work with the goal of providing engagement in reflective and purposeful discussion.

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