Purpose: The purpose of this project was two-fold: 1) develop and implement a dementia sensitivity training program for students in the Doctor of Physical Therapy and Doctor of Pharmacy programs; and 2) determine the impact of this program on students’ attitudes and feelings of empathy towards patients with dementia and on their perceived level of preparedness for interacting with patients who have dementia. Methods/Description: Faculty collaborated with an assisted living management firm to develop a two-hour training program including a dementia “simulation experience”, an overview of dementia, and application cases involving scenarios that students may encounter in their practices and in their own lives. Students were grouped interprofessionally and stayed within these groups throughout the workshop. This allowed for an interactive, collaborative environment where students practiced problem solving and empathetic communication with patients and/or caregivers. Two anonymous pre-surveys were administered to determine the effectiveness of the program as well as to assess changes in feelings of empathy the students might experience for patients who have dementia. The effectiveness survey contained 5 questions with a 5-point Likert-type scale. Student empathy was assessed using a validated, 15-question tool, The Kiersma-Chen Empathy Scale (KCES - used with permission of the authors) with a 7-point Likert-type scale. Two anonymous post-surveys were also administered. The survey to determine program effectiveness contained 12 questions, two of which were free-response questions. The post-activity KCES survey was identical to the pre-survey. Brief demographic information was also requested: age, gender, program of study, and year in program. Responses for the pre/post surveys were analyzed for differences using Wilcoxon Signed Ranks Test. Results/Outcomes: Fifty-two students, 39 Doctor of Physical Therapy and 13 Doctor of Pharmacy, participated in the dementia sensitivity training program and all (100% response rate) students completed the pre-survey items and 48 (92% response rate) completed the post-survey items. As far as the overall program, 78% rated the activity as excellent or good, 64% strongly agreed or agreed that the activity allowed me to learn with the other health professions students, and 74% strongly agreed or agreed that the session information will help me to be more effective in my profession. Qualitatively, stronger student agreement was reported for four of the KCES survey items from pre to post-responses. Quantitatively, this was shown to be statistically significant: • I am able to express my understanding of someone’s feelings. (p < 0.001) • I am able to comprehend someone else’s experiences. (p < 0.001) • I am able to view the world from another person’s perspective. (p = 0.001) • It is necessary for a healthcare practitioner to be able to view the world from another person’s perspective. (p = 0.022) Qualitatively, student responses moved from neutral to agreement for four of the items on the effectiveness survey from pre to post. Quantitatively, this was shown to be statistically significant: • I am prepared to communicate clearly with someone who has dementia. (p = 0.003) • I am prepared to communicate with someone who has dementia in a manner that maintains his/her dignity. (p = 0.039) • I am prepared to be able to de-escalate a situation involving someone with dementia. (p = 0.004) • I am educated about and empathetic to patients with dementia and can use these skills in my future practice. (p = 0.041) Conclusions/Relevance to the conference theme: A dementia sensitivity training program was implemented for students from the Doctor of Physical Therapy and Doctor of Pharmacy programs. Students in these programs receive brief education about dementia and its clinical effects during their didactic training. However, this program offered a unique environment for students to experience what a dementia patient may feel, hear, and see as they navigate daily life. Students were able to assess how their specific skills might help these patients to address these challenges. After participating in this program, students reported stronger feelings about the importance of empathy when caring for patients with dementia. Many reported feeling more prepared to communicate and interact with patients having dementia. Additionally, students expressed a better understanding of the challenges and frustrations that dementia patients face on a daily basis and how to use their skills to assist these patients and their caregivers. Based on student feedback and the emphasis on interprofessional skills, faculty plan to improve the time and the quality of the interaction between the two groups of students for future offerings. Literature involving physical therapy and pharmacy student collaborations are very limited. No publications exist with regard to a dementia sensitivity collaborative session among these two groups. Due to the increase in dementia diagnoses, physical therapists and pharmacists, two types of health care providers who are readily accessible to the public, need to be educated in dementia care and awareness. This training will strengthen their ability to help primary care providers address caregiver needs and assist caregivers to cope with the challenges of care. In addition, physical therapists can provide expertise to specifically assist with mobility and dexterity, strength, and falls prevention; while pharmacists can prevent medication safety issues such as adverse drug reactions including falls due to medication effects. By describing this workshop and the resulting benefits to health care students, additional data and resources will be available to physical therapy and pharmacy schools to prepare future practitioners to address this rising need.