Virtual vs. In-person Interprofessional Education.

With the new social distancing requirements brought forth by COVID-19, several universities modified interprofessional education (IPE) to a virtual format without empirical evidence to support pedagogical design. This mixed methods study aimed to compare students’ readiness, attitudes, and perceptions of IPE between a virtual IPE activity and in-person IPE activity. Eighty-nine students from 5 programs (athletic training, communication disorders, dietetics, nursing, and occupational therapy) completed pre and post surveys (The Readiness for Interprofessional Learning Scale (RIPLS) and the Interdisciplinary Education Perception Scale (IEPS)) while 106 students wrote reflective essays. Findings revealed no differences between in-person and virtual IPE in students’ attitudes (IEPS) but reduced readiness for interprofessional practice following the virtual IPE (RIPLS). Students shared benefits and challenges in reflective essays. The benefits included a better understanding of other discipline’s roles, importance holistic care, and real-world clinical practice. Challenges included role dominance, large group sizes, and establishing a connection with peers. This presentation will provide a model for future virtual IPE related to providing students with the same expectations, smaller group sizes, an opportunity to establish initial connections, and enhanced facilitation techniques.