1. A Virtual Curriculum Map for Interprofessional Education (IPE) Competencies OBJECTIVE To create a virtual map for curricular penetration of core competencies for interprofessional collaborative practice based on pharmacy faculty perceptions and prior curriculum mapping efforts. METHODS A subset of faculty with high likelihood of teaching IPE-related content were identified with results of previous curriculum mapping to school ability-based outcomes (ABOs) and ACPE Appendix B topics. University of Washington School of Pharmacy ABO’s: General Abilities Work collaboratively with patients, health care providers, professional and community organizations and others to promote the health, safety and welfare of individuals and populations, as well as the advancement of the profession. Patient Care Establish professional relationships with patients, caregivers, prescribers, and other members of the interprofessional health care team. Communicate and collaborate with patients, caregivers, health care providers, and others to improve patient care. Facilitate a collaborative environment sensitive to individual needs and organizational culture to enhance problem solving, creativity, and the management of disagreement and conflict. Public Health Consider options and outcomes, and develop and implement a plan in collaboration with patients, caregivers, other health care providers, communities, organizations, and policy makers. Communicate public health concerns effectively with patients, care givers, other health care providers, communities, organizations, and policy makers. ACPE Appendix B topics: Communicating with diverse patients, families, pharmacists, and other health professionals in a variety of settings, both individually and as a member of a team Communicating research and clinical findings to interprofessional and interdisciplinary audiences Patient and other health care provider perceptions of pharmacists’ capabilities Role of pharmacist related to interaction with other health care professionals Emerging and unique roles for the pharmacist on the health care team Interprofessional team decision making and care provision Selected faculty then responded to a web-based survey indicating applicability of their course(s) in teaching Interprofessional Education Consortium (IPEC) core competencies. 1 For each of the 38 competencies, faculty described the applicability to their courses using the response options “Directly applies” (D), “Foundational” (F), or “Not at all” (N). After analysis using Excel, a virtual map was developed from our FileMaker database showing penetration for IPEC Competencies across the curriculum. The ten courses with the highest number of “Directly applies” re- sponses were evaluated further with a follow-up web-based survey to identify teaching methods used and other health profession participation. CONCLUSIONS Virtual curriculum map allows intuitive and visual interpretation of curricular penetration of IPE content. Traditional curriculum mapping efforts may not correctly elucidate curricular penetration of IPE. The most common teaching methods used were didactic and small group discussion. Among the courses reporting the greatest applicability of IPEC competencies, only a minority involved students from other health care professions. This may suggest faculty misperceptions of IPE or a need for direct measurement when mapping. 1.Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, D.C.: Interprofessional Education Collaborative. http://www.aacn.nche.edu/education-resources/ipecreport.pdf RESULTS In the initial survey of IPEC core competency penetration, 23 responses were received. Greatest curricular penetration was found in the values/ethics (33% D, 43% F) and roles/responsibilities (26% D, 42% F) domains. Least curricular penetration was found for communication (24% D, 35% F) and teamwork (12% D, 36% F) domains. Greatest curricular penetration: VE10. Maintain competence in one’s own profession appropriate to scope of practice. RR2. Recognize one’s limitations in skills, knowledge, and ability Least curricular penetration: TT1. Describe the process of team development and the roles and practices of effective teams. TT8. Reflect on individual and team performance for individual, as well as team, performance improvement. A simple summary of the 23 responses to our initial survey of IPEC core competency penetration in courses. Responses above are shown aggregated into the four competency domains. A variety of instructional methods were employed. The two “other” responses were “online case discussions” and “project, problem solving, primary literature review.” Response options to teaching IPEC core competencies in a course: D = directly applies F = foundational N = not at all Curricular penetration: A weighted sum of the “D” and “F” responses across courses in the column for a specific competency. Lower numbers (lighter squares) indicate fewer such responses and thus less curricular penetration for that competency. Each column represents a specific IPEC core competency. The columns are grouped in to the four IPEC competency domains. Each row is a course. Courses are grouped by the quarter and year they appear in the curriculum. Colleen Catalano, Jennifer Danielson, Michael Cusumano, Stanley S. Weber Results from Follow-Up Survey of Courses (n=9) with the Most “Directly Applies” Responses to IPEC Core Competencies Most of the courses in the follow-up survey reported only including pharmacy students. This is surprising, because these were the courses reporting strong achievement of IPEC core competencies. Together, the two courses that involved students of other health professions reported including students of medicine, nursing, physician assistant, and social work programs. The course that involved graduate students reported including students of medicinal chemistry and pharmaceutics programs.