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Objective. To assess and compare interprofessional education (IPE) naive pharmacy and nursing student stereotypes prior to completion of an IPE activity. Methods. Three hundred and twenty-three pharmacy students and 275 nursing students at Mercer University completed the Student Stereotypes Rating Questionnaire. Responses from pharmacy and nursing students were compared, and responses from different level learners within the same profession also were compared. Results. Three hundred and fifty-six (59.5%) students completed the survey. Pharmacy students viewed pharmacists more favorably than nursing students viewed pharmacists for all attributes except the ability to work independently. Additionally, nursing students viewed nurses less favorably than pharmacy students viewed nurses for academic ability and practical skills. There was some variability in stereotypes between professional years. Conclusion. This study confirms the existence of professional stereotypes, although overall student perceptions of their own profession and the other were generally positive.

Anatomic and visual outcomes in this cohort are in keeping with those reported in the literature. Favorable outcomes were seen with oil removal but duration of oil tamponade does not affect final attachment rate with modern surgical techniques and should be managed on a case by case basis.

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Background Prior studies have reported that older adults can benefit from formal educational programs about dementia. Participating in an online educational program focusing on risk and protective factors could potentially increase participants’ dementia literacy, empowerment, and engagement in brain health promotion, which in turn could reduce their dementia risk. The goal is to develop a comprehensive, compelling, and evidence‐based online educational program on risk and protective factors for dementia. Method The Brain Health Support Program is being developed as part of the Canadian Consortium on Neurodegeneration in Aging CAN‐Thumbs‐Up initiative. The program is designed to improve dementia literacy, promote lifestyle changes in at‐risk individuals who are cognitively intact or have mild cognitive impairment, and evaluate its effectiveness. Results The content is based on the epidemiological literature on risk and protective factors for dementia. The format is determined from a review of web‐based educational programs for older adults and is co‐created with experts, stakeholders and citizen advisors. The program contains eight interactive modules with new content provided weekly over a 12‐month period. The modules contain general information and tips on modifiable risk factors including diet, physical activity, cognitively stimulating activity, sleep, vascular health, social and psychological factors, vision and hearing, as well as information on dementia, stigma, and stereotypes. Participants have access to an individualized risk profile to determine personal goals and are given feedback on lifestyle changes. Content is available in French and English. Changes in dementia literacy, self‐efficacy, attitudes toward dementia and modifiable risk factors will be collected from the platform. Conclusion Providing access to scientifically validated education through an interactive web‐based platform is expected to have a positive effect on participants’ attitude, engagement in brain health behaviours and dementia literacy. It might also increase readiness to change and maintain positive lifestyle changes. The content and format are co‐created with users and stakeholders, which should increase its relevance and facilitate future implementation.