1. OUR MODULES A Virtual On-line Institute of Interprofessional Education P. Solomon 1, S. Baptiste 1, P. Hall 2, R. Luke 3, C. Orchard 4, E. Rukholm 5, L.Carter 5 1 McMaster University 2 University of Ottawa 3 George Brown College 4 University of Western Ontario 5 Laurentian University A virtual learning centre supported by four universities. Offers web-based learning modules on key interprofessional knowledge and skill development for students and clinicians. METHOD/TOOLS  Students from dietetics, health promotion, medicine, nursing, occupational therapy, pharmacy, physiotherapy, social work, speech- language pathology and spiritual care evaluated the modules through a module feedback form.  Students also participated in a personal interview or a focus group.  Each on-line facilitator (n=13) was interviewed at completion of the module.  All on-line discussions were analyzed.  Each interview, focus group and on-line discussion was analyzed through an open coding qualitative content analysis. RESULTS  Analyses of the student feedback form indicated that 87% agreed they learned how to work collaboratively with others for better patient outcomes and 96% agreed they learned about other professional roles and responsibilities.  Students were less confident about their skills in joint planning and decision-making (63% agreed) and coordinating actions (67%).  Thematic analysis of the transcripts revealed that…  Students can learn collaborative skills in an on-line environment.  Expert facilitation of the module is essential to promote teamwork and IPE.  Module and problem design need to be more directive than traditional Problem Based Learning.  Students struggle with the on-line environment and need guidance with completing group activities. FUTURE DIRECTIONS The Institute of Interprofessional Health Sciences Education is now a not-for-profit institute that is developing new modules and will be offering access to the e-learning module to interested institutions. Check the website for more details – www.iihse.ca. Production of this material has been made possible through a financial contribution from Health Canada OUR ASSUMPTIONS  Asynchronous on-line learning will address barriers related to timetabling.  On-line learning has appeal to learners.  On-line learning alone is insufficient to develop collaborative skills. OUR GOAL To evaluate the effectiveness of on-line modules in promoting collaboration and learning among students. IMPORTANT PEDAGOGICAL ELEMENTS  Problem-based and interactive to be engaging and contextually relevant.  Facilitation is essential for role modeling and guiding students through group dynamics and team issues.  Asynchronous to eliminate timetable barriers and promote reflection.  Flexible delivery: stand alone, integrated within a course or combined.  Objectives reflect IPE and specific content. Communication 1 In “Establishing and Understanding Relationships,” students explore the importance of interprofessional communication in development of positive relationships. Students examine the impact of their values and beliefs on team decision making processes. Communication 2 In “Making the Most of Groups and Teams,” students focus on how to work as a team within a patient-centred environment and how to establish and work towards common team goals. Students are guided by the Interprofessional Practice Model and learn foundational concepts of relationship-centred care. Ethics This course explores fundamental ethical issues found in clinical practice. Students are introduced to an interprofessional ethical decision-making model. Interprofessional Stroke Care: An Evidence-based Approach Students are introduced to the concepts of evidence-based team decision-making using stroke care as a model. Students are guided towards making team decisions that incorporate best evidence, patient values and their own professional perspectives. Palliative Care/Total Pain Students are introduced to the suffering of Neil, who is terminally ill, through his own narrative. Students collaborate to identify all the elements contributing to his total pain and develop an interprofessional care plan. Interprofessional Development: Promoting the Health of Communities Students develop a mutual understanding of, and respect for, the contributions of various professionals working in the community and are socialized to work towards shared problem- solving and decision making to enhance community health through health promotion. Aboriginal Health Students learn about the Aboriginal world view and an interprofessional approach to managing aboriginal health issues including physical, mental, emotional and spiritual health. Students are guided through their learning by Aboriginal Elders. Rural Health Students use an interprofessional model to plan care for a francophone stroke patient and learn about the importance of collaboration in a rural community. WHAT IS THE INSTITUTE?