TY - JOUR T1 - Interprofessional education model for geriatric falls risk assessment and prevention JF - BMJ Open Quality JO - BMJ Open Qual DO - 10.1136/bmjoq-2018-000417 VL - 7 IS - 4 SP - e000417 AU - Diane K Brown AU - Sue Fosnight AU - Maureen Whitford AU - Susan Hazelett AU - Colleen Mcquown AU - Jenifer C Drost AU - Denise J Kropp AU - Cynthia A Hovland AU - Joan E Niederriter AU - Rikki Patton AU - Abigail Morgan AU - Eileen Fleming AU - Richard P Steiner AU - Edward Demond Scott AU - Fabiana Ortiz-Figueroa Y1 - 2018/11/01 UR - http://bmjopenquality.bmj.com/content/7/4/e000417.abstract N2 - Background One in three people over the age of 65 fall every year, with 1/3 sustaining at least moderate injury. Falls risk reduction requires an interprofessional health team approach. The literature is lacking in effective models to teach students how to work collaboratively in interprofessional teams for geriatric falls prevention. The purpose of this paper is to describe the development, administration and outcome measures of an education programme to teach principles of interprofessional care for older adults in the context of falls prevention.Methods Students from three academic institutions representing 12 health disciplines took part in the education programme over 18 months (n=237). A mixed method one-group pretest and post-test experimental design was implemented to measure the impact of a multistep education model on progression in interprofessional collaboration competencies and satisfaction.Results Paired t-tests of pre-education to posteducation measures of Interprofessional Socialization and Valuing Scale scores (n=136) demonstrated statistically significant increase in subscales and total scores (p<0.001). Qualitative satisfaction results were strongly positive.Discussion Results of this study indicate that active interprofessional education can result in positive student attitude regarding interprofessional team-based care, and satisfaction with learning. Lessons learnt in a rapid cycle plan-do-study-act approach are shared to guide replication efforts for other educators.Conclusion Effective models to teach falls prevention interventions and interprofessional practice are not yet established. This education model is easily replicable and can be used to teach interprofessional teamwork competency skills in falls and other geriatric syndromes. ER -