Learning Objective #1: Describe a model for interprofessional education that focuses on collaborative, best practices using patient simulators

Learning Objective #2: Describe attitudes towards collaborative, evidence based practice among interprofessional learners following interprofessional education through simulation

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Evidence based, best practices frequently requires effective collaboration among health professionals. Prelicensure interprofessional education provides an essential foundation of collaboration, and fosters the development of evidence based practice among learners. Models for interprofessional education, however, vary considerably. In this paper, a novel model for interprofessional education will be described, the evaluation methodology outlined, and initial outcomes presented, including learners' attitudes towards evidence based practice.  The framework for this model of interprofessional education is a typology of evidenced based competencies taught using experiential learning through simulation. Competencies incorporate understanding of knowledge, problem solving, clinical judgment, as well as clinical, technical and interpersonal skills. In this framework competencies are identified as either profession specific, shared across professions, or complementary to those of other health professions. A central point for competency learning to occur are action situations in which knowing and being are brought together in situations that require doing. Thus, clinical scenarios involving high fidelity patient simulators have been developed for learners from three disciplines, nursing, medicine and physiotherapy who learn shared competencies together, complementary comptencies in teams, and profession specific competencies as part of interactive modules. The ultimate goal of this interprofessional model is to prepare collaborative, patient centered health professionals whose practice is based on evidence. The evaluation of the project is conducted within an action research perspective with the purpose of generating knowledge that can be used to modify the project plan as it is being implemented. Both the process of implementing the model and the predicted outcomes are evaluated using a mixed methods approach. Outcomes include interprofessional attitudes and cross professional awareness using existing instruments and a qualitative, thematic analysis of attitudes towards evidence based practice with data obtained through focus groups.