Purpose/Hypothesis : To determine the effectiveness of an interprofessional (IP) workshop with standardized patients (SP) on studentÕs IP communication skills and confidence in the Interprofessional Education Collaborative (IPEC) core competencies. Competencies include: Values/Ethics for IP Practices, IP Communication Practices, Teamwork and Team-based Practice, Roles and Responsibilities for Team-based Practice.Number of Subjects : 109Materials/Methods : Students from two Universities in the following disciplines participated in the study: physical therapy, occupational therapy, pharmacy, medicine, nursing, social work, and chaplaincy. IP teams were given the medical history and discipline specific notes for a patient with dementia who was in the intensive care unit. IP teams were charged with determining a plan to discuss end of life issues, mobility, and quality of life with the patients adult child, role played by a standardized patient (SP). The IP teams then conducted a team meeting with the SP and attempted to communicate a plan of care. The interactions were live streamed into adjacent rooms where nursing students and a faculty mentor observed. The interaction was followed by a debriefing with the SP and faculty. Baseline information about discipline specific roles, exposure to IP training, student demographics was collected. Pre and post study measures of confidence in the IPEC core competencies were measured via questionnaire.Results : 96% of simulation participants felt that it was Òvery importantÓ to be able to communicate with other professionals to be effective in their given profession. 93% stated they were very committed to work on interprofessional communication skills in school. 84% felt that the workshop was very good to excellent in terms of relevance to their discipline. 90% felt that the interaction with the SPs was very good to excellent. 92-93% felt that the small group discussions and debriefing was very good to excellent. There were significant improvements in the participant groups in all six areas of the IPEC core competencies (p<.001). The observer groups has significant improvements in 4 out of 6 core competencies (p<.05).Conclusions : The utilization of SPs was an effective tool to improve students confidence in the IPEC core competencies. Students who directly interacted with the SP gained the most confidence, however observers also showed improvement in most IPEC competencies.Clinical Relevance : The American Council of Academic Physical Therapy adopted a measure stating that PT curricula utilize the IPEC core competencies. This move towards IP education was also highlighted as a priority in the Affordable Care Act to improve patient outcomes through patient centered care and communication. This study demonstrated the effectiveness of an IP workshop using SPs to increase the confidence of healthcare students in IPEC domains.