Interprofessional Prevention Course: Outcome of an APTR Interprofessional Prevention Education Institute • Patricia M. Dieter, MPA, PA-C: Tia Simmons, DrPH, MCHES, Duke University School of Medicine, Department of Community and Family Medicine • Brenda Nevidjon, RN, MSN, FAAN, Professor Emeritus, Duke University School of Nursing Duke Health • Durham, North Carolina INTRODUCTION AND BACKGROUND CONCLUSION AND IMPLICATIONS FOR FUTURE INTERPROFESSIONAL PREVENTION TEACHING METHODS EVALUATION SUMMARY Duke University Schools of Medicine and Nursing applied for an APTR Interprofessional Prevention Education Institute grant in 2008, with the aim of developing an interprofessional team practice course. After attending the Institute, the Duke team substantially modified their project to the development of an interprofessional Introduction to Prevention course. The course began in 2010 as a 1-credit required course for MD, PA, and DPT students. Nursing students at the ABSN and MSN levels also participated in some years. The last offering of the required 1-credit interprofessional Prevention course was Fall 2014. Duke’s Schools of Medicine and Nursing (SOM, SON) had prior interprofessional unit or course experience in disaster preparedness, spirituality in medicine, patient safety, geriatrics, and interprofessional case conferences. While these units do not continue as interprofessional offerings, others including care of patients with disabilities, health systems organization, and mental health management of patients with chronic disease have been added. Two planning retreats were held with representatives of programs within the SOM and SON. Existing objectives and curricula on prevention from these programs were analyzed and coalesced in a 16-hour, 1 credit course with additional components focusing on community and population health. The course was offered over four Wednesdays shortly after matriculation, in August/September. Students completed pre-course modules on population health, health literacy and community engagement. Team- based Learning (TBL) was effective for instruction in community engagement and screening and intervention, and facilitated the large interprofessional group being broken down into three smaller groups. As the course evolved, content testing was added as was individual health risk assessment and the APTR Prevention and Population Health Teaching Modules. In Year 3, a “Community Health Day” was added to the curriculum; there were 34 posters by students and faculty on population and community health, and 15 community partner exhibitors. Because of the interprofessional nature of the course, students completed a professional roles module. Content in determinants of health, health disparities, community level prevention and prevention in practice was critical. Getting to know the local community via a “Windshield” tour utilizing technology resources was just one creative aspect of the course. A team of faculty course coordinators from each of the students’ programs met on a regular basis throughout the year to plan for the course, implement changes, coordinate evaluation, and debrief the course. The APTR Interprofessional Prevention Education Institute led Duke to develop a 1-credit Prevention course that was required of MD, DPT, and PA students from 2010 through 2014. Interprofessional faculty and community partners developed and evolved a curriculum that was innovative while utilizing existing resources and creating new methods in response to student and faculty evaluation. The development of a Community Health Day has endured beyond the demise of the required curriculum. In retrospect, demands on resources and timing for the Prevention course were not optimal. Should the course be reinstituted as an interprofessional endeavor, we will seek to identify a different phase of education where the relevance of Prevention will be readily obvious to more learners within an interprofessional group of students. RESULTS Over the five years that the course was required, over 1300 students from MD, DPT, PA and nursing programs were enrolled in and completed the interprofessional Prevention Course. The engagement of faculty from different programs and departments and the inclusion of a wide array of community partners brought about new collegial networking and opportunities. There were consistent evaluation themes that, despite a responsive curriculum, led to the course being reabsorbed back into the programs’ individual curricula. Timing of the course early after the matriculation of most programs’ first year students contributed to some students’ perception that the course competed unfairly with very time consuming basic science curricula. OBJECTIVE Describe strategies for developing and maintaining interprofessional short courses in Prevention. ACKNOWLEDGEMENTS -Association for Prevention Teaching and Research, for grant support of this project. -Other members of the original 2008 APTR Institute for Interprofessional Prevention Education team: Daniel Erb, PhD and Victoria S. Kaprielian, MD, FAAFP -Deborah Engle, EdD, MS for research support -Betsy Melcher, MHS, PA-C and Justine Strand de Oliveira, DrPH, PA-C for historical perspective, content, and review -Special appreciation to Ms. Kate Holeman, Program Coordinator for Prevention and Ms. Jan Stem who designed this poster BARRIERS Time and space Three curriculum committee approvals ~300 students in one common space on campus Parking Unequal enthusiasm for content among educational programs’ students