(397) Comparative Evaluation of Interprofessional Education Experiences Among Doctor of Pharmacy Students at Two Medical Centers

Objective: To compare and contrast Interprofessional Education (IPE) experiences of Doctor of Pharmacy students at Loyola University Medical Center and Rush University Medical Center, focusing on the unique approaches of each program in fostering essential interprofessional collaboration.

Methods: We employed a mixed-methods approach for our evaluation. This encompassed the Pre/Post TeamSTEPPS assessments for understanding teamwork dynamics, detailed Simulation Evaluations for assessing practical skills, in-depth Faculty/Staff Debriefings for gathering professional insights, and analysis of Unsolicited Feedback to capture students' candid perspectives.

Results: Our findings indicate significant improvements in interprofessional confidence among students participating in both programs. Loyola's simulations stand out for their practical clinical scenario-based interactions, effectively simulating real-world healthcare environments. Conversely, Rush's IPE course excels in its theoretical grounding, applying the IPEC domains through advanced digital platforms to deepen students' understanding of interprofessional values and ethics. Across both programs, enhanced teamwork, communication skills, and comprehensive interprofessional understanding were noted, affirming the value of diverse educational approaches.

Conclusions: The comparative analysis between Loyola and Rush's IPE experiences reveals their distinct, valuable contributions to preparing Doctor of Pharmacy students for the collaborative healthcare landscape. Decisions on program selection should be based on educational objectives, available resources, and personal preferences. Further research is encouraged to explore the sustained impacts of these educational experiences on professional practices and patient care outcomes, with the goal of solidifying interprofessional education as a cornerstone of pharmacy education.