Purpose: Interprofessional education (IPE) is a required element in entry-level physical therapist (PT) education,1 consistent with growing emphasis on IPE across other health professions. In clinical settings, PTs and occupational therapists (OTs) often work in close collaboration to improve patient-centered care and rehabilitation outcomes. Interprofessional simulation (IP-SIM) enhances communication among student PTs and OTs and promotes a better understanding of professional roles, shared responsibilities, and common goals; it also improves skills necessary for effective, coordinated care, including examination, assessment, and differential diagnosis.2,3 The purpose of this study was to assess PT and OT students’ response to a high fidelity IP-SIM.Methods/Description: Second year MOT students (n=30) and DPT students (n=22) completed an IP-SIM using a case study written by MOT/DPT faculty. The case portayed an individual with a traumatic brain injury receiving inpatient acute rehabilitation. Students were grouped in PT/ OT pairs or trios. After reviewing the case independently, each group had 15 minutes to plan their approach to assessment using categories listed in the Functional Independence Measure (FIM). Next, students engaged in a 40-minute encounter with the standardized patient. Afterwards, groups were given 15 minutes to discuss perceptions concerning funcitional deficits and ongoing plan of care. Outcomes were evaluated using a pre-test/post-test and qualitative data. Students completed the Interprofessional Socialization and Valuing Scale-9 (ISVS-9)4 and the Interprofessional Collaborative Competency Attainment Survey (ICCAS),5 as well as a reflective writing assignment designed to elicit feedback regarding the perceived value of the experience. Quantitative data were analyzed using paired t-tests (critical p = .05). Qualitative data were analyzed using narrative review and a phenomenological approach.Results/Outcomes: Preliminary analysis showed statistically significant differences in team communication as measured by the ISVS-9 and ICCAS. Pre- and post- comparison of ability to communicate with patients, handle equipment, discuss prognosis, formulate goals, assemble a plan of care, and anticipate discharge needs was also statistically significant. Collaboration, understanding roles and responsibilities, and team functioning likewise showed statistically significant differences. These findings were reinforced by similar themes identified on qualitative review.Conclusions/Relevance to the conference theme: Our Leadership Landscape: Perspectives from the Ground Level to 30,000 Feet: Educational leaders need to elevate our perspectives to find creative and effective methods for enhancing patient-centered, interprofessional care. Simulated patient experiences provide a unique opportunity for students to engage in interprofessional experiential learning, thereby gaining a better appreciation of professional roles and responsibilities and the collective strengths of PT/OT in promoting integrated, functionally oriented outcomes.References: 1. Commission on Accreditation in Physical Therapy Education. Standards and Required Elements for Accreditation of Physical Therapist Education Programs. Alexandria, Va. http://www.capteonline.org/uploadedFiles/CAPTEorg/About_CAPTE/Resources/Accreditation_Handbook/CAPTE_PTStandardsEvidence.pdf Accessed March 27, 2018. 2. Shoemaker, M., Beasley, J., Cooper, M., Perkins ,R., Smith, J., Swank, C. A method for providing high-volume simulation encounters in physical and occupational therapy education programs. J Allied Health, 2011; 40(1):e15-e21. 3. Dillon, P., Noble, K., Kaplan, L. Simulation as a means to foster collaborative interdisciplinary education. Nurs Educ Perspect. 2009; 30(2):87-90. 4. King, G. Orchard, C., Khalil, H., Avery, L. Refinement of the Interprofessional Socialization and Valuing Scale (ISVS-21) and development of 9-item equivalent versions. J Contin Educ Health Prof. 2016; 36:171-177. Archibald, D., Trumpower, D., MacDonald, CJ. Validation of the Interprofessional Collaborative Competency Attainment Survey. J Interprof Care. 2014; 28:553-558.