Abstract Body: Objectives 1. Compare and contrast leading models of how knowledge and skills can be transferred from the classroom to the clinic. 2. Provide 3 contrasting examples of how technology has been used to facilitate classroom-to-clinic skill transfer in health professional trainees. 3. Explore how effective skill transfer interventions can improve value and quality by making evidence-based treatments more readily available with enhanced fidelity. Methods This panel presentation begins with an overview of leading knowledge and skill translation models with a particular focus on the Theory of Planned Behavior (TPB). Using TPB, the performance of a newly learned clinical skill is driven by beliefs about the skill, perceptions about the social norms and desirability of the skill, and “perceived behavioral control” which includes trainee confidence, supervisory support, and other external facilitating conditions such as the clinic setting or competing demands. Unfortunately, trainees (and/or their clinic settings) are often undeveloped in one or more of these areas and fail to successfully transfer skills from classroom to clinic. 3 contrasting examples of digital tools to facilitate knowledge and skill transfer will be described and demonstrated by the panelists. First, a TPB-based mobile app for screening and brief interventions for alcohol and drug use will be described along with an in-progress randomized trial of multidisciplinary learners at 3 universities who are currently testing it. Second, a multi-modal iPad mini toolbox designed to facilitate the translation of advanced practice registered nurse (APRN) clinical skills from the classroom to the primary care practice setting will be described. The particular focus of this technology is to reach under-resourced rural communities with limited access to evidence-based treatments or quality supervision. Lastly, a leading educational technologist will demonstrate two mobile apps to improve the quality of the neurological and musculoskeletal physical exams. Panelist will describe their conceptualization of skill transfer, how their translational tool was developed, and how the tool affects the availability and quality of evidence-based interventions. Both qualitative and quantitative data will be used to discuss the effects of these digital tools on learners, supervisors, and clinical practice settings. A discussant will summarize lessons learned and next steps followed by time for audience discussion. Intended Outcomes Through the intervention demonstrations and discussion with this multidisciplinary and multi-university panel, attendees will be better equipped to understand the theoretical challenges and potential solutions for knowledge and skill translation. Target Audience Health professional educators, clinical supervisors, learners, and technologists
