1. Four School Interprofessional Workshop Exposure to Roles/Responsibilities and Team Work Ellen Luebbers, MD 1, Patricia Underwood, PhD, RN 4, Kristin Victoroff, DDS 2, PhD, Kathy Cole-Kelly, MS, MSW 1, Sharon Milligan, PhD, MSW, MPH 3, Jeanne Hitch, MEd, MA, LPC 1,4 Case Western Reserve University Schools of Medicine 1, Dental Medicine 2, Mandel School of Applied Social Sciences 3 and Frances Payne Bolton School of Nursing 4 It has been clearly established that interprofessional education (IPE), as a means to prepare a collaborative-practice ready workforce, is essential to achieving care that is patient-centered, safer, timelier and more effective (1,2). Additionally, research on teams and teamwork has established that tools and strategies can be taught to health care professionals in order to enhance team functioning and thereby improve patient safety (3).The IPEC Competencies for interprofessional education were developed in 2011 (4) and provide direction for educational experiences. They consist of 1) Values/Ethics for interprofessional practice 2) Roles/Responsibilities 3) Interprofessional Communication and 4) teams/teamwork. It is less well accepted ‘how’ to teach and ‘when’ to teach these competencies to students to create the collaborative work force that is needed. At Case Western Reserve University a team of interprofessional faculty have been creating and studying the effects of interprofessional teaching strategies with generous support from the Josiah Macy Jr. Foundation. IntroductionDescription of Program/Intervention Key Lessons Learned Objectives of Program/Intervention References Findings to Date Statement of Problem or Question Questions Will a single, immersive interprofessional workshop for first year medical, dental, nursing and social work students improve their understanding of:  Each other’s education, roles and responsibilities?  The importance of teams in quality health care?  The characteristics and skills of teamwork?  The student’s own personality style on a team?  How does this workshop serve as a foundation for a longitudinal experiential curriculum?  What is the long-term effect of these immersive workshops?  Do students maintain connections with interprofessional groups? Can we encourage this with technology? 1. World Health Organization (WHO). (2010). Framework for action on interprofessional education & collaborative practice. Geneva: World Health Organization. Department of Human Resources for Health, CH-1211 Geneva 27, Switzerland. 2. Institute of Medicine Committee on Quality of Health Care in America. Crossing the Quality Chasm: a New Health System for the 21 st Century. Washington, DC: National Academy Press; 2001. 3.King HB, Battles J, Baker DP, et al. TeamSTEPPS™: Team Strategies and Tools to Enhance Performance and Patient Safety. 2008:1–16. 4.Panel, IPEC. Core Competencies for Interprofessional Collaborative Practice: Report of an Expert Panel. Washington, DC: Interprofessional Education Collaborative; 2011. 5.MacDonald C, Archibald D, Trumpower D, Casimiro L, Cragg B, Jelley W. Designing and Operationalizing a Toolkit of Bilingual Interprofessional Education Assessment Instruments. Education 2010;1(3):1-13.  Early student exposure to:  Clarification of each others’ roles/ responsibilities  Importance of teamwork In health care  Basic components of good teamwork  Evaluation of this workshop format through survey of objectives, validated IPE survey (ICCAS) and qualitative questions. Interprofessional Immersive Workshop  314 students – Medical, Dental, Nursing, Graduate Social Work  40 small groups – 7-10 students/group  2½ hour workshop – Trained facilitators  Early exposure and open discussion format can increase understanding of education, roles/responsibilities, and lead to increased respect among professions.  Team skills can be effectively introduced in this format.  Individual group composition may influence absolute quality of the experience. Mandatory attendance is critical. Objectives N=301 Mean% of 4-5 Describe teamwork importance*4.2885% Discuss effective team characteristics*4.3888% Identify effective team tools*4.3186% Recognize impact of personal style*4.2181% Comfortable working IP**4.5593% IP work beneficial to my learning**4.1682% Describe other’s educational programs*4.0978% Compare roles and responsibilities*3.9874% *Scale: 1 = Not Met to 5 = Completely met **Scale: 1 = Strongly Disagree to 5 = Strongly Agree Analysis is currently being performed using the SPSS 19 statistics package on: Interprofessional Collaborative Competencies Attainment Survey (ICCAS). A validated 20-question scale that assesses 6 competencies including: communication, collaboration, roles and responsibilities, collaborative patient/family-centered approach, conflict management/resolution and team functioning(5). Discussion for Understanding Teamwork Knowledge Practice Team Skills  Education /Experiences  Roles/responsibilities  Training  Personal stories  Importance of teams in health care  Skills and tools  Personal style on a team  Case scenario utilizing skills  Case scenario with team challenges Qualitative examples What did you take away? “ "We are all interconnected & will accomplish more when working together." "How to listen well to other's opinions, especially if they differ from mine.” What are suggestions for improvement? “must require other schools to come. It defeats the purpose of this exercise & sets a bad tone if not."