Purpose: In order to develop the next generation of critically thinking health care professionals to become change leaders, education and healthcare institutions must prepare graduates and equip clinicians to provide patient/population-centered care. Collaboration among healthcare professionals is essential in order to optimize safety, quality patient care and financial impact. Students in healthcare professional programs are expected to be contributing members of the healthcare team upon entry into clinical practice, however, they are often underprepared for interprofessional collaboration (IPC) upon graduation. Students assimilate IPC best when concepts and practice are integrated throughout a healthcare professional program. Beyond content, it is vital that interprofessional education (IPE) include purposeful interactions among students from two or more professions to allow them to learn “about, from, and with each other.” (Source: WHO 2010). Incorporating IPE into already established curricula can be challenging as a result of faculty availability, course schedules, resources, institutional support and priorities, and personal attitudes and beliefs. Since inclusion of IPE is now a requirement of most healthcare professional programs’ accrediting bodies, we must meet this challenge and incorporate IPE into curricula. Our institution recently overcame institutional inertia to begin cross-disciplinary IPE training. Our experience may serve as a model for other institutions with similar issues. Methods and/or Description of Project: Participants will be briefed on an overview of the 2019 Greater Cincinnati Quality of Life Forum (Forum). This brief (10 minute) plenary presentation will provide insights on the history, impetus, and insights toward developing this year’s Forum. Participants will then view (30 minutes) the Pulitzer Prize winning documentary Seven Days in Heroin, developed by the Cincinnati Enquirer. After viewing the video, participants will be provided a patient case constructed from the WHO’s International Classification of Function model. Course presenters will briefly review (10 minutes) the case and divide participants into small groups to address short answer questions (20 minutes). A large group discussion (10 minutes), lead by course presenters, will reunite and debrief discussion themes. Presenters will provide concluding thoughts and allow time for questions and answers (10 minutes). Results/Outcomes: Following this workshop, attendees will: 1). Increase knowledge of health care concerns and conditions relevant to ethnically diverse populations. 2). Identify patient centered solutions to access and equity concerns and explore barriers to optimal health and well-being. 3). Identify the current state of opioid use, misuse, and abuse. 4). Explore precipitating factors [including mental health conditions, hereditary/familial, social, environmental, and economic factors] that influence use trending towards misuse and abuse of opioids. 5). Apply Interprofessional Education Collaborative Core Competencies (IPEC) to a case study surrounding opioid addiction relevant to the design of interprofessional education activities. Conclusions/Relevance to the conference theme: The interprofessional education nature of this presentation as well as how we as PTs can be change leaders are relevant to the conference theme of Discovering New World Opportunities.