Purpose : The goal of Òbest care at lower costÓ1 highlights the need for developing collaborative practice ready healthcare professionals. At the University of Kansas Medical Center (KUMC), physical therapy learners take part in a multi-level, campus-wide interprofessional (IP) curriculum. The purpose of this project is to share: 1) the curricular strategies used to engage all involved professions, 2) the learnersÕ experience with this curriculum and 3) how learners plan to apply these events to future practice.Description : The successive Level 1 and 2 ÒFoundations of IP Collaboration: Introduction to TeamSTEPPS¨Ó events at KUMC target the 4 core IP collaborative practice competencies.2 Both half-day events require face-to-face learner interaction. Level 1 activities include IP Pictionary, a paper chain activity and videos used to illustrate collaborative practice. Level 2 activities require learners to develop a patient plan of care and role-play TeamSTEPPS¨ communication tools in IP teams. Key to the success of these events has been the strategic infusion of profession-specific information, including physical therapy, into the IP learning activities, and effective debriefing. The IP events were piloted in October 2013 (Level 1) and February 2014 (Level 2). A total of 180 learners from KUMCÕs Schools of Medicine, Nursing, Pharmacy, and Health Professions have participated in these pilot events, including 15 DPT students and 10 different academic programs. The diversity of participating academic programs necessitated the intentional development of learning activities applicable to all professions. The learners inherently better understand the roles and responsibilities of other professions through the Level 1 IP Pictionary. Both Level 2 activities require the inclusion of profession-specific information for all participating professions. All activities were grounded in IP learning objectives and learners were assessed at 3 different time points.Summary of Use : The learnersÕ experiences of both events were positive. Using a Likert Scale from 1 (strongly disagree) to 5 (strongly agree), all professions' mean scores, including physical therapy, ranged from 4.24 to 4.80 (Level 1) and 4.59 to 4.81 (Level 2) for evaluation items including Òlearning with students from other professions was valuableÓ and Òthe learning activity enhanced my appreciation of the shared value of IP teamworkÓ. Learners anticipate they will apply these events to future practice through increased skills related to IP communication and greater likelihood of collaborating with other professions for improving patient care. Based on the feedback from the pilot events, the first fully campus-wide event will be conducted with over 650 learners from 12 different professions in January 2015; all first-year DPT learners will participate. Level 3 IP collaborative practice opportunities are being developed.Importance to Members: Understanding how to effectively engage all IP learners through the strategic development of collaborative activities is essential to the success of IP education.