Purpose: Healthcare professionals strive for interprofessional practice to achieve optimal patient care. Extant research suggests that to best prepare students for interprofessional practice, interprofessional education (IPE) should be a key element in curriculum. The purpose of this mixed-methods study was to evaluate the impact of an IPE activity on participants’ attitudes and perceptions of IPE across five academic programs. Methods: This study utilized a modified version of the Readiness for Interprofessional Learning Scale Questionnaire (RIPLS) pre and post IPE and reflective essays. Participants included 67 students from nursing, occupational therapy, athletic training, dietetics, and speech-language pathology programs. After reviewing a hypothetical case study, participants collaboratively developed assessment and treatment recommendations. Questionnaires were analyzed using statistical procedures and reflective essays underwent thematic analysis. Results: Collectively, data revealed significant changes in participants’ perceptions, attitudes, and implementation readiness. Occupational therapy student participants had statistically significant increases in the RIPLS composite score, Teamwork and Collaboration, and the Positive Professional Identity components (p≤0.03). Participants with previous IPE experience scored 4-points higher on the RIPLS composite score (p=0.03). The reflective essays revealed the themes of barriers associated with collaboration, a deeper understanding and appreciation of other discipline’s roles and the value of teamwork in achieving optimal patient care. Participants reported beginning the interprofessional education experience with anxiety and uncertainty about not only their involvement but also the roles of other healthcare professionals. Throughout the experience, participants emerged with an increased knowledge of their role, others’ roles, and the value of working together within a professional setting to achieve the same goal, optimal patient care. Conclusions: Our findings reveal the benefits of interprofessional education and the necessity to include several healthcare professionals associated with rehabilitation in interprofessional research and education. With more disciplines represented, students receive a broader, more in-depth understanding of not only patient care but also the roles of multiple disciplines they will collaborate with during actual rehabilitative practice.

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Date Presented 04/02/2022 Coronavirus disease 2019 forced educators to provide virtual content while maintaining standards such as interprofessional education (IPE). The purpose of this study was to evaluate the impact of a virtual IPE activity on students’ attitudes and perceptions of IPE and to compare virtual with in-person IPE learning. Quantitative analysis found that virtual IPE can improve students’ attitudes and perceptions toward IPE and that it may be have as much impact as in-person activities. Qualitative analysis supports these findings. Primary Author and Speaker: Casey Humphrey Additional Authors and Speakers: Leah Shea Simpkins Contributing Authors: Aaron Sciascia, Christen Page, Karina Christopher, Lisa Jones

Date Presented Accepted for AOTA INSPIRE 2021 but unable to be presented due to online event limitations. The purpose of this mixed-methods study was to evaluate the impact of an interprofessional educational (IPE) activity on students' attitudes and perceptions of IPE across five health care academic programs. OT students and students with previous IPE experiences demonstrated a statistically significant change after participation in IPE. This study identifies considerations when developing IPE for these groups of students in an academic setting. Primary Author and Speaker: Casey Humphrey Additional Authors and Speakers: Leah Shea Simpkins Contributing Authors: Christen Page, Karina Christopher, Aaron Sciascia, and Lisa Jones