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Interprofessional education (IPE) in health profession training is recognized as a key to improving patient care in practice settings. Though recognized as extremely important, implementation of IPE remains a challenge for many health profession programs. Despite challenges, the seven health profession (HP) programs at D'Youville College initiated IPE using healthcare simulation with professional actors serving as simulated patients. Faculty from chiropractic, dietetics, nursing, occupational therapy, pharmacy, physical therapy and physician assistant programs collaborated in this year-long implementation process. This manuscript provides a description of the planning, delivery and assessment of this innovative interprofessional simulation and the creation of the campus Interprofessional Clinical Advancement Center. Students reported enhanced understanding and respect of professional roles and responsibilities and ability to communicate effectively. Faculty reported an ability to encourage interaction and collaboration among HP students. Suggestions for curricular improvements and program sustainability included professional development and compensation. This manuscript should assist other health professional programs seeking guidance to implement and evaluate interprofessional education in academic institutions.

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The current practice and policies utilized to credential registered dietitians nutritionists, referred to in this article as dietitians, for entry-into practice must be overhauled utilizing the evidence grounded in the learning sciences.  The interdisciplinary field of the learning sciences provide evidence for effective educational practice and alternative assessment methods to reform dietetic education (Sawyer, 2006, p. xi).  As a teacher in a dietetic education program and a graduate of a doctoral program in Curriculum, Instruction and the Science of Learning I will share my recommendations for dietetic education and credentialing of practitioners.            In this article I will argue that the history of education in the United States has influenced the current education and credentialing process for dietitians. I will discuss the implementation of competency based dietetic education and the impact of the dietitian credentialing examination on the field.  Finally, I will offer evidence to support my recommendations to implement alternative methods for credentialing dietetic practitioners that are supported in the learning sciences research.

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