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A. Kellish1, P. Griffin2, M. Namazi3
1Kean University, School of Physical Therapy, Union, United States, 2Kean University, Recreational Therapy, Union, United States, 3Kean University, School of Communication Disorders and Deafness, Union, United States
Background: Diverse healthcare teams and complex healthcare environments require agile and creative clinicians, who have the ability to work as part of the interprofessional (IPE) team. The literature supports opportunities for learning with standard patients and IPE to provides students opportunities to work collaboratively in a risk free environment while improving technical and clinical skills.
Purpose: The purpose of this case report is to describe how an interprofessional faculty for a Post -professional Speech Language Pathologist Seminar class created an interprofessional, experiential learning module for health science students who are at various points in their education. Second year DPT students, Post-doctoral Speech Language Pathology students and undergraduate Recreational Therapy students utilized the SLHA Interprofessional Practice Case Rubric and the Interprofessional Professionalism Assessment (IPA) tool for collaboration on triage assessment and in team follow up meetings for community dwelling clients diagnosed with brain injuries who served as standardized patients.
Methods: Students completed the ASHA Interprofessional Practice Case Rubric to plan and coordinate interprofessional practice prior to and post module for the creation of assessment, results, treatment plan and outcomes. During the module the interprofessional student team interacted applying the four IPE competencies to enhance the treatment session. Post event student team meetings provided opportunities for collaboration, sharing of knowledge and what each member, including the client, learned from the experience. Additionally, students completed the IPA to measure peer's professionalism when interacting with team members.
Results: Post survey findings suggest a majority of the students agreed to strongly agree having an inter professional standardized patient experiential learning module provided a valuable learning opportunity for transferring didactic knowledge into clinical practice as part of the IPE team. All students reported observing another health professional discipline interact with the standardized patient during a treatment session increased their ability to apply the four competencies of IPE practice as part of the as well as gain new strategies and treatment approaches from the other disciplines. Lastly, all student's reported an increase ability to implement triage treatment interventions that concurrently capture each discipline goals for the patient. IPA results indicated both the pre and post professional students demonstrated the application of shared values such as altruism, ethics, respect , communication to achieve optimal patient care during the learning module.
Conclusion(s): An interprofessional experiential learning module is an effective strategy for health science students at all levels to transfer didactic knowledge and improve their skill set for IPE patient centered practice. A standardized patients learning module is an effective approach for provides opportunities for student self-reflection, peer feedback for professionalism while learning interprofessional triage assessment that prepares them for best clinical practice.
Implications: An interprofessional health science faculty guiding an experimental learning module that is inclusive of undergraduate, entry level graduate and post professional graduate health science students with standardized patients should be implement in all health science professions with assessment outcome tools to best prepare future clinicians for IPE patient centered care. Interprofessional skill development in the academic setting is strongly promoted by the World Health Organization as patient best care.
Funding, acknowledgements: N/A
Keywords: Interprofessionalism, Standardized patients, experiential learning module
Topic: Education
Did this work require ethics approval? No
Institution: N/A
Committee: N/A
Reason: This is a case study presentation on teaching strategy.
All authors, affiliations and abstracts have been published as submitted.
