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Interprofessional learning experiences prepare future health care professionals for enhanced team-based care of patients and improved population health outcomes. The Interprofessional Education Collaborative's (IPEC) core competencies have become the gold standard for planning, implementation, and assessment of IPE activities. However, the IPEC framework is inconsistently applied across institutions. The IPEC Board of Directors decided to formally address this issue through the development of an institutional assessment instrument. This instrument would leverage IPEC competencies to identify institutional characteristics tied to the successful implementation of programmatic IPE. IPEC partnered with the University of Texas Health Science Center at San Antonio in this effort. A panel of nationally recognized experts in IPE was formed to contribute to the instrument development process. While demonstrating a need for such an instrument, this commentary also encourages institutional IPE leaders across the United States to volunteer as item pilot testers, a critical step in the instrument development process.

Pebble bed reactors (PBRs) can improve the safety and economics of the nuclear energy production. PBRs rely on TRIstructural-ISOtropic (TRISO) fuel pebbles for enhanced fission product retention. Accurate characterization of individual fuel pebbles would enable the validation of computational models, efficient use of TRISO fuel, and improve fuel accountability. We have developed and tested a new neutron multiplicity counter (NMC) based on 192 boron coated straw (BCS) detectors optimized for 235 U assay in TRISO fuel. The new design yielded a singles and doubles neutron detection efficiency of 4.71% and 0.174%, respectively, and a die-away time of 16.7 µs. The NMC has a low intrinsic gamma-ray detection efficiency of 8.71 × 10 −8 at an exposure rate of 80.3 mR/h. In simulation, a high-efficiency version of the NMC encompassing 396 straws was able to estimate the 235 U in a pebble with a relative uncertainty and error both below 2% in 100 s.

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Objective: This scoping review will identify, characterize, and classify co-curricular interprofessional education activities and practices. Introduction: According to the World Health Organization, interprofessional education occurs when students from two or more professions learn about, from, and with one another to enable effective collaboration and improve health outcomes. As such, interprofessional education is imperative to health professions education. Globally, competency frameworks and guidelines have urged educators to reach consensus about interprofessional education terminology and to integrate this form of education into formal curricula. Voluntary interprofessional education that takes place outside formal curricula (ie, co-curricular) is frequently used to overcome well-documented barriers (eg, discordant academic calendars). We will explore the global literature to identify, characterize, and classify published examples of co-curricular interprofessional education activities. Inclusion criteria: This review will consider voluntary interprofessional education involving students from at least two different health professions. These education activities will take place outside the formal curriculum and will not result in transcript designation. Methods: The search strategy will aim to locate primary studies from peer-reviewed journals indexed in MEDLINE, CINAHL, Scopus, ERIC, and Academic Search Complete. The results will be limited to English-language publications from 2009 until the present. Two independent reviewers will screen titles and abstracts, and potentially relevant papers will be assessed in detail. Data will be extracted using a tool developed by the reviewers. Descriptive statistics will be used to characterize the data, which will be presented in diagrammatic, tabular, or other relevant formats.