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Black Nova Scotians experience significant health disparities rooted in systemic anti-Black racism and historical injustices, including slavery and colonialism (Hamilton-Hinch, 2015; Kisely et al., 2008). While policy frameworks such as Nova Scotia's Health Equity Framework acknowledge the imperative to eliminate racism in healthcare (Nova Scotia Department of Health and Wellness, 2023), these disparities persist. Contributing factors include the underrepresentation of Black professionals in healthcare and significant gaps in professional education curricula that fail to adequately address these systemic issues (Ewers et al., 2022).

Program overview: In response to these persistent inequities, we have co-designed two comprehensive 5-hour Africentric Interprofessional Health Education (IPHE) workshops. This document outlines Part 1 of the two-part training series, which employs Participatory Action Research (PAR) methodology and transformative pedagogical approaches.

The workshops are grounded in African-centered values and principles, including relational storytelling, Ubuntu philosophy, communal wisdom, spirituality, collective well-being, and holistic approaches to health and healing. Central to the learning experience are filmed narratives shared by interracial and intergenerational team members from the SSHRC-funded "Moving Forward Together" research project. These authentic stories serve as catalysts for critical reflection, interprofessional collaboration, and the development of actionable strategies for

Through facilitated reflection sessions, critical dialogue, and culturally responsive practice exercises, participants engage in transformative learning that bridges theory and practice. The workshops create safe spaces for honest examination of systemic barriers while building practical skills for anti-racist healthcare delivery.

Ideal for students, practicing clinicians, educators, and managers, this workshop moves beyond 鈥渃ultural competence鈥� to foster ongoing interprofessional solidarity, system-level change, and genuine repair of community trust.

This interprofessional education (IPE) mini-course equips health professional students with the skills and knowledge needed to provide accessible, compassionate, and effective care for patients with vision impairment. Students will gain insights into the lived experiences faced by navigating the health care system by vision-impaired patients, understand the community resources and education available and explore practical steps to enhance accessibility in healthcare environments. The course features interactive modules, including environmental audits and interactive workshops with community partner Vision Loss Rehab Canada to promote hands-on learning and interprofessional collaboration.听听

Engagement with individuals with lived experiences of vision impairment is a key component, providing students with valuable perspectives. By the end of the course, students will be well-prepared to implement best practices for accessible care, work effectively in interprofessional teams, and contribute to a more inclusive healthcare system.听

This mini course will help provide students with information on the history of abortion in Canada and current access to abortion. The course will focus on recent changes in Atlantic Canada including the removal of the Therapeutic Abortion Committee in NB in 2014; the creation of the abortion clinic in PEI in 2017; and the removal of referral requirement and introduction of centralized intake in NS in 2018. Students will understand medical abortion was approved by Health Canada in 2015, became widely available in 2017, and nurse practitioners now prescribe medical abortion in every province and territory in Canada.听听Throughout the course students will learn how various health professions play a role in abortion care provision, systems navigation and advocacy, notably in medicine, nursing and social work. It will be emphasized how effective communication/collaboration amongst professions is essential to provide comprehensive, quality patient care.

By participating in this mini course students will:听

• Have reflected upon their beliefs, values and assumptions relative to contraception, reproductive autonomy and abortion, and learned the relevance of this reflection on their professional role of support with people who have experienced unplanned pregnancy and reproductive coercion听
• Better understand the personal, cultural and institutional contexts of reproductive control and their effects on people seeking care from health care professionals听
• Have enhanced consciousness regarding politicized action that can be taken to counter the personal, cultural and institutional contexts of reproductive control听
• Understand the roles of various health professions in direct abortion care provision and systemic/community responsibilities around access to information and promoting awareness

Part 2 builds on the foundational competencies established in Part 1, guiding participants toward transformative practice and systemic change. Please note that completion of Part 1 is required before enrolling in Part 2 to ensure participants are prepared for advanced accountability work.

Part 2 employs sacred Africentric methodologies including talking circles and Ubuntu-based accountability practices. Participants engage in emotionally intensive work examining professional complicity in anti-Black racism, supported through healing circles and culturally responsive facilitation. Through critical dialogue and culturally responsive exercises, participants strengthen Team Communication, Collaborative Leadership, Team Functioning, and Team Differences/Disagreements Processing skills.

Participants co-create comprehensive action plans to dismantle structural barriers and embed Africentric care practices, demonstrating Role Clarification & Negotiation and implementing Relationship-Focused Care/Services that honor African-centered values. The workshop cultivates authentic community engagement skills that center Black Nova Scotian voices, developing competencies for sustainable partnerships that challenge power imbalances and promote genuine collaboration between healthcare systems and communities.

Healthcare innovation is an interprofessional endeavour where a gap in the healthcare system is fixed by identifying a product or process. It is interprofessional because it requires considering the needs and perspectives of multiple stakeholders when solving a problem. For example, creating and implementing a new surgical medical device involves consulting and working with surgeons, nurses,biomedical engineers, manufacturers, and procurement specialists, just to name a few. Often, the founders of these innovations are healthcare providers who have experienced or seen the problem themselves. Developing innovation as a skill at the trainee stage will better equip future healthcare providers to identify problems, come up with creative solutions, and create action plans to implement them.

In this mini-course, students will learn tangible skills on how to identify healthcare problems, and work in interprofessional teams to come up with solutions and a plan to validate the need and feasibility of their solutions. The course will include workshops on design thinking, validation, and pitching, as well as a hands-on health innovation challenge, where student teams will identify and solve a healthcare problem.

A palliative approach to care embodies a whole philosophy of care that focuses on enhancing the quality of life for persons and their families living with serious illness. Many health care professionals report needing more information related to this field of practice. Bringing this topic to an interprofessional forum provides students the opportunity to recognize that they will not be working in isolation. This IP Health Education opportunity provides students from different professions an opportunity to learn about the palliative care approach when working with persons and families across the lifespan. They will examine the effects of proper access to this essential approach to care and how it benefits all involved. Students will explore barriers and challenges with language, why our discomfort and experiences can affect our delivery and how support and education on communication is a needed skill. Students will explore concepts of GRIEF and HOPE and the evolution of understanding grief in regard to serious illness, dying and death.

The mini course includes a panel presentation from experts in the field and family members who share their personal story. This interactive event includes both large and small group interprofessional interaction through a completely online format. Through small group discussion board, synchronous panel presentation, synchronous Microsoft teams small group work and follow up evaluation, students learn about the importance of working in a team and why communication is an important skill when working with together with persons and families living with serious illness.

Personal mobility is a fundamental human right, according to Article 20 of the United Nations Convention on the Rights of Persons with Disabilities. For people with mobility disability, a wheelchair is essential to enable participation in all aspects of life, to exercise personal rights, to ensure and maintain health, and to facilitate inclusion, equity, and participation. Regrettably, mobility is not always a given for those who require a wheelchair. In 2023, the World Health Organization launched new Wheelchair Provision Guidelines in which a 4-step wheelchair provision process is recommended, including select, fit, train, and follow up. These guidelines aim to support equitable access to appropriate wheelchairs for all those in need. The recommended process involves collaboration amongst several health care disciplines (e.g., occupational therapy, physiotherapy, medicine, recreation therapy, social work). Regrettably, one step in particular, train, is often overlooked.听

Participation in this IPE will provide students with a hands-on opportunity to learn about the Wheelchair Skills Program. It will be used as the content to demonstrate various health care professionals鈥� roles within the context of the train step. It will facilitate an understanding of mobility as a human right. Practice-based skill development, simulated patients, and facilitated debriefing will provide leaners with content specific to a range of wheelchair skills, across diagnoses, and settings. The perspectives of multiple health care professionals will be included and interprofessional opportunities and challenges related to training wheelchair skills will be explored and discussed. Within Interprofessional Teams, students will learn about, from, and with each other.

Black Nova Scotians experience significant health disparities rooted in systemic anti-Black racism and historical injustices, including slavery and colonialism (Hamilton-Hinch, 2015; Kisely et al., 2008). While policy frameworks such as Nova Scotia's Health Equity Framework acknowledge the imperative to eliminate racism in healthcare (Nova Scotia Department of Health and Wellness, 2023), these disparities persist. Contributing factors include the underrepresentation of Black professionals in healthcare and significant gaps in professional education curricula that fail to adequately address these systemic issues (Ewers et al., 2022).

Program overview: In response to these persistent inequities, we have co-designed two comprehensive 5-hour Africentric Interprofessional Health Education (IPHE) workshops. This document outlines Part 1 of the two-part training series, which employs Participatory Action Research (PAR) methodology and transformative pedagogical approaches.

The workshops are grounded in African-centered values and principles, including relational storytelling, Ubuntu philosophy, communal wisdom, spirituality, collective well-being, and holistic approaches to health and healing. Central to the learning experience are filmed narratives shared by interracial and intergenerational team members from the SSHRC-funded "Moving Forward Together" research project. These authentic stories serve as catalysts for critical reflection, interprofessional collaboration, and the development of actionable strategies for

Through facilitated reflection sessions, critical dialogue, and culturally responsive practice exercises, participants engage in transformative learning that bridges theory and practice. The workshops create safe spaces for honest examination of systemic barriers while building practical skills for anti-racist healthcare delivery.

Ideal for students, practicing clinicians, educators, and managers, this workshop moves beyond 鈥渃ultural competence鈥� to foster ongoing interprofessional solidarity, system-level change, and genuine repair of community trust.

Part 2 builds on the foundational competencies established in Part 1, guiding participants toward transformative practice and systemic change. Please note that completion of Part 1 is required before enrolling in Part 2 to ensure participants are prepared for advanced accountability work.

Part 2 employs sacred Africentric methodologies including talking circles and Ubuntu-based accountability practices. Participants engage in emotionally intensive work examining professional complicity in anti-Black racism, supported through healing circles and culturally responsive facilitation. Through critical dialogue and culturally responsive exercises, participants strengthen Team Communication, Collaborative Leadership, Team Functioning, and Team Differences/Disagreements Processing skills.

Participants co-create comprehensive action plans to dismantle structural barriers and embed Africentric care practices, demonstrating Role Clarification & Negotiation and implementing Relationship-Focused Care/Services that honor African-centered values. The workshop cultivates authentic community engagement skills that center Black Nova Scotian voices, developing competencies for sustainable partnerships that challenge power imbalances and promote genuine collaboration between healthcare systems and communities.

This interprofessional education (IPE) mini-course equips health professional students with the skills and knowledge needed to provide accessible, compassionate, and effective care for patients with vision impairment. Students will gain insights into the lived experiences faced by navigating the health care system by vision-impaired patients, understand the community resources and education available and explore practical steps to enhance accessibility in healthcare environments. The course features interactive modules, including environmental audits and interactive workshops with community partner Vision Loss Rehab Canada to promote hands-on learning and interprofessional collaboration.听听

Engagement with individuals with lived experiences of vision impairment is a key component, providing students with valuable perspectives. By the end of the course, students will be well-prepared to implement best practices for accessible care, work effectively in interprofessional teams, and contribute to a more inclusive healthcare system.听

This mini course will help provide students with information on the history of abortion in Canada and current access to abortion. The course will focus on recent changes in Atlantic Canada including the removal of the Therapeutic Abortion Committee in NB in 2014; the creation of the abortion clinic in PEI in 2017; and the removal of referral requirement and introduction of centralized intake in NS in 2018. Students will understand medical abortion was approved by Health Canada in 2015, became widely available in 2017, and nurse practitioners now prescribe medical abortion in every province and territory in Canada.听听Throughout the course students will learn how various health professions play a role in abortion care provision, systems navigation and advocacy, notably in medicine, nursing and social work. It will be emphasized how effective communication/collaboration amongst professions is essential to provide comprehensive, quality patient care.

By participating in this mini course students will:听

• have reflected upon their beliefs, values and assumptions relative to contraception, reproductive autonomy and abortion, and learned the relevance of this reflection on their professional role of support with people who have experienced unplanned pregnancy and reproductive coercion听
• better understand the personal, cultural and institutional contexts of reproductive control and their effects on people seeking care from health care professionals听
• have enhanced consciousness regarding politicized action that can be taken to counter the personal, cultural and institutional contexts of reproductive control听
• understand the roles of various health professions in direct abortion care provision and systemic/community responsibilities around access to information and promoting awareness