(258) Utilization of Microaggressions Training Module as an Interprofessional Activity

Objective : Describe the impact of microaggressions training module as part of an interprofessional learning activity to support student pharmacists’ demonstration of learning the interprofessional education (IPE) core competencies.

Methods: A two and one-half hour virtual microaggressions training module was developed and delivered as a required core element of the IPE curriculum in fall of 2022. Student learners including undergraduate nursing, physician associate, doctor of nursing practice, speech language pathology, dietetics, medical doctor, athletic training and doctor of pharmacy participated in the training module. The training consisted of a series of three case scenarios where students worked in small interprofessional groups to identify and address the microaggression. Students engaged in roles of the recipient, bystander and source of the microaggression. The training utilized case discussion and role play with standardized patients. The Interprofessional Collaborative Competencies Attainment Scale (ICCAS) was used to evaluate the interprofessional learning.

Results: Three hundred seventy-four students completed the training module including 49 student pharmacists. Fifty-eight percent (218/374) students completed the full ICCAS tool with 26/49 (53%) of student pharmacists completing the full ICCAS survey tool. Each question and overall demonstrated statistically significant improvement pre-training to post-training.

Conclusions: Microaggressions are commonplace in society. Often health professionals can be recipients, sources, and bystanders to microaggressions. The interprofessional microaggressions training module was an effective learning activity to improve student pharmacists interprofessional learning.