Purpose : To describe interprofessional education (IPE) modules focused on team communication to determine a patientÕs plan of care with 4 pre-professional student groups (medicine, nursing, physical therapy and pharmacy).Description : The aims of the IPE sessions were to learn from others about professional roles and communication through teamwork, leading to interprofessional team decision making in a simulated setting. An interprofessional faculty team designed a two-part educational module focused on teamwork and communication, which built on previous required education that focused on roles and responsibilities of other professionals. The IPE sessions were centered on patient scenarios that required health care teams to achieve optimal care. Student groups were comprised of fifth semester nursing students, second year physical therapy students, second year medical students, and second year pharmacy students, with 8 students and 2 interprofessional faculty preceptors. Teams met twice during the year. The first session was centered on a patient case of a woman who was discharged from the ER to a skilled nursing facility (SNF) following a stroke. The patient presented with multiple comorbidities related to circulation, impaired blood gases, decreased mobility, and intestinal problems. Each student learned about the patient from a discipline-specific perspective prior to meeting in classroom(s) session and via readings posted online. The simulated SNF medical team devised and proposed a plan of care to the patient. A standardized patient was present to act as the patientÕs family member and during this encounter. The second session was based on the same patient presenting for follow up, after returning home from SNF. The patient presented with worsening cognition, declining mobility and poor compliance with medications. The teams remained the same, with the exception of nursing students. Students prepared by reading the patientÕs updated status. Students were part of a home health care team that again devised a plan of care, as a team. The team conducted a follow up interview with a standardized patient, acting as the patient. The students and faculty were debriefed after both sessions and asked to provide feedback via survey online following both activities. Physical therapy students responded positively: 100% felt all team conflict was resolved; 94% felt accomplished in their role; 95% felt IPE activities would affect future practice.Summary of Use : Casebased sessions in which standardized patients and faculty are present to guide learners can be effective in building on professional roles and responsibilities education towards students performing interprofessional team decision-making.Importance to Members: With the changing needs of health care and the complexity of patients increasing, IPE in which students function as team should be considered to prepare entry level physical therapists to function as an essential member of the health care team.