Purpose
While interprofessional education (IPE) is grounded in competency areas surrounding teamwork, ethical practice, understanding of roles and responsibilities, and communication, this education falls short if we fail to bring an equity lens to the discussion. We have pursued a novel strategy that incorporates health equity and social justice concepts into the IPE curriculum within five institutions. This abstract describes the project and its outcomes.

Methods
Multidisciplinary faculty members from five Texas institutions collaborated to develop a virtual, interprofessional activity that utilized a video-based case scenario to serve as the delivery medium for content. Learners from each discipline (Medicine, Pharmacy, Nursing, Respiratory Therapy, EMT) participated in an initial pre-brief where they discussed roles and responsibilities as it relates to patient care and health equity. Learners participated in discussions regarding the video-based case scenario during which they examined power and privilege of different professional roles, identified ethical issues facing IPE teams when interacting with different cultural groups, and reflected on best practices for Upstander interventions. Two pilots have been conducted over the past 12 months, with a third planned for December 2024.

Results
Twenty-four students participated. Students generally recognized the importance of IP collaboration and communication. A significant majority agreed or strongly agreed that:

• Respecting roles and responsibilities (91%) and cultural communication (87%) is essential.
• Prejudices between disciplines can hinder healthcare delivery (70%).
• IP learning before graduation enhances teamwork (87%) and understanding of clinical practice (74%).

Students also highlighted the impact of shared learning on personal growth, with 83% recognizing their limitations through IP collaboration. Small group reflections revealed a strong consensus on respecting team diversity (83%) and applying cultural humility (65%). Most participants believed IP learning improved their confidence (82%) and motivation for equitable care (70%). The activity was considered realistic (61%) and applicable to future practice (74%).

Conclusion
This study supports the continued integration of equity into the interprofessional education curriculum.