Deletion of distal 6p is associated with a distinctive clinical phenotype including Axenfeld-Rieger malformation, hearing loss, congenital heart disease, dental anomalies, developmental delay, and a characteristic facial appearance. We report the case of a child where recognition of the specific ocular and facial phenotype, led to identification of a 6p microdeletion arising from a de novo 6:18 translocation. Detailed analysis confirmed deletion of the FOXC1 forkhead gene cluster at 6p25. CNS anomalies included hydrocephalus and hypoplasia of the cerebellum, brainstem, and corpus callosum with mild to moderate developmental delay. Unlike previous reports, hearing was normal.

Objective: Western Sydney University has implemented a rural interprofessional learning programme to promote collaborative care approaches to enhance crossdiscipline communications, improve knowledge and clarity of roles and improve patient care and outcomes. Design: Rural interprofessinal learning is an interprofessional educational approach, consisting of simulations of complex health events. Simulation methodology frames the study with a focus on human interaction. A mixed-methods evaluation has been conducted, incorporating pre-and post-event participant surveys along with semistructured focus groups. Setting: Simulations are conducted in the rural setting, including community settings, working farms and rural hospitals. Main Outcome Measures: Reflexive thematic analysis was used to identify themes measuring students' perceptions of interdisciplinary care, knowlede of other health discipline roles and skills and how they believe the exercise will influence their future practice. Facilitator feedback regarding the efficacy of the simulations was also recorded and analysed using reflexive thematic analysis. Participants: Care of simulated patient(s)/bystander(s) is primarily provided by paramedicine, nursing and medical students; however, increasing interest has expanded the programme to include students from a range of allied health professions.Simulations are facilitated by a multidisciplinary team of experienced practitioners and specialists. Intervention: Four rural interprofessional learning events have been held. Results: 120 students have participated in the evaluation. Findings include increased understanding of the contributions of other disciplines in enhancing patient care, team approaches, cross-discipline communication and a need to engage in collaborative care in future practice. Conclusion: Creating a collaborative learning environment creates a culture of multidisciplinary care, enhancing patient care and improving outcomes. The rural 128 | REED Et al. How to cite this article: Reed K, Reed B, Bailey J, et al. Interprofessional education in the rural environment to enhance multidisciplinary care in future practice: Breaking down silos in tertiary health education.

This reproducible analysis, repeated at given timelines, can track the progress of ARH publications and provide directions regarding future rural health research.

Background: The global outbreak of COVID-19 in early 2020 placed immediate pressure on health services. Undergraduate medical education was consequently impacted with decreased availability of health professionals for teaching and supervising hospital placements. At a time when more Doctors were needed, universities across the globe were required to change the way they taught medicine to ensure students could complete their medical degree without delays. In a state and territory of Australia, the university sector worked with health services and organisations to establish the Assistant in Medicine (AiM) program. The AiM program employed final year medical students to assistant in hospitals, whilst also supporting them to continue their studies. The 2020 AiMing High program that was rolled out at a regional hospital (Bathurst Health Service, New South Wales) was evaluated to determine whether the program was a success from the perspective of hospital staff.Methods: At the Bathurst Health Service (regional New South Wales), 17 Western Sydney University final year medical students participated in the AiMing High program for 16-weeks. Hospital staff were invited to participate in a survey at the commencement and completion of AiM term. Focus groups/interviews were completed with hospital staff and AiM supervisors. Analysis was completed using descriptive statistics and thematic analysis. Results: Hospital staff reported that the AiMing High program provided an enhanced learning opportunity for medical students. Staff and supervisors observed students grow in regards to increased confidence and taking on more responsibility, ability to communicate and work in a multidisciplinary team environment, and clinical and professional competencies. It was commonly reported that the students worked at an internship level. The AiM program was seen as a potential new way of providing education, however improvements in staff orientation regarding AiMs scope of practice would be needed. Conclusions: The AiM program was seen as a success by staff as it added clinical value to this under-resourced regional hospital, whilst also providing students with an education that enabled them to graduate from medicine. Ongoing evaluation of such a program will determine the best way to prepare senior medical students for internship.