An update on the status of interprofessional education and interprofessional prevention education in U.S. academic health centers Maria C. Clay a, * , David Garr b , Annette Greer a , Rebecca Lewis c , Amy Blue d , Clyde Evans e a Department of Bioethics and Interdisciplinary Studies, Brody School of Medicine, East Carolina University, Greenville, NC, USA b South Carolina Area Health Education Consortium, Medical University of South Carolina, Charleston, SC, USA c Department of Bioethics and Interdisciplinary Study, and the NC Agro-medicine Institute, East Carolina University, Greenville, NC, USA d University of Florida College of Public Health and Health Professions, Gainesville, FL, USA e Academy for Academic Leadership, Needham, MA, USA article info Article history: Received 8 May 2017 Received in revised form 9 November 2017 Accepted 13 December 2017 abstract Purpose: A national study was conducted in 2010 that described the status of interprofessional education and interprofessional prevention education in the United States. This manuscript compares the results from the 2010 survey with those of an expanded survey in 2015. Method: The original 10 questions comprising the 2010 survey were retained in 2015 and re-sequenced to facilitate completion. An additional 15 questions were added to the survey to capture information about issues not assessed by the first survey - language and program changes in IP-Education, IP-Practice and IP-Prevention Education, and demographic variables of interest. Respondents were again drawn from the membership list of the Association of Academic Health Centers. Results: The respondent group of 156 represents 36 of the 42 states that have Association of Academic Health Centers (AAHC) member institutions, and 103 of the 125 AAHC member institutions that were eligible to receive surveys responded representing 82.4% of eligible AAHC institutions. Reported activity is higher in the area of course offerings with the least activity reported in the area of infrastructure. Data from the responses to the IP-Prevention Education questions, by contrast, indicate that there has been a decrease in IP-Prevention Education between 2010 and 2015. Conclusion: The trend in growth of IP-Education and IP-Practice is encouraging and deserves to be tracked to assess whether the positive direction continues and whether the prevalence of dedicated personnel and infrastructure (centers and offices) continue to increase. Relative to IPePrevention Edu- cation, increased assessment needs to be given to the proposed linking of IP-Education with prevention education. © 2017 Elsevier Inc. All rights reserved. 1. Introduction The need for health professions students to engage in inter- professional learning experiences has been proposed for several years, 1,2 and changes in health care and an emphasis on improving population health have increased the need to educate students and patients about the importance of disease prevention and health promotion. 3 The need to utilize an interprofessional approach when providing preventive care has been recommended by several national organizations including the American College of Preventive Medicine, the Association for Prevention Teaching and Research, and the Healthy People Curriculum Task Force. In 2010, we examined the status of interprofessional education and an interprofessional approach to teach prevention in US academic health centers. Our purpose with the 2010 survey was to establish baseline measures of interprofessional education, interprofessional practice, and interprofessional prevention education in the U.S. 4,5 Our study, based on the Interprofessional Education Assessment and Planning Instrument, 6 revealed the prevalence of IP-Education infrastructure was lower than the prevalence of interprofessional course work or personnel. 4 Of note was the low occurrence of IP- Prevention Education. 3 An important outcome from the study was that its results made possible the addition of the interprofes- sional education Objective ECBP-19 in 2014 to Healthy People 2020, * Corresponding author. Brody School of Medicine, East Carolina University, Brody 2S17, 600 Boyd Blvd, Greenville, NC, 27858, USA. E-mail address: clayma@ecu.edu (M.C. Clay). Contents lists available at ScienceDirect Journal of Interprofessional Education & Practice journal homepage: http://www.jieponline.com https://doi.org/10.1016/j.xjep.2017.12.003 2405-4526/© 2017 Elsevier Inc. All rights reserved. Journal of Interprofessional Education & Practice 10 (2018) 61e66