Schwarz B.1, Farmer D.2, Knebl J.3
1University of North Texas Health Science Center, Department of Physical Therapy, Fort Worth, United States, 2University of North Texas Health Science Center, Department of Interprofessional Education and Practice, Fort Worth, United States, 3University of North Texas Health Science Center, Department of Internal Medicine, Fort Worth, United States
Background: Preparing students for interprofessional teamwork and collaborative practice requires authentic learning experiences that promote non-hierarchical relationships, interdependence, and a shift away from professional silos. Studies have shown that students develop more positive perceptions of and attitudes towards interprofessional education when they are able to identify learning activities as directly relevant and applicable to their future clinical practice. Through the Seniors Assisting in Geriatric Education (SAGE) program, student teams work with a community-dwelling senior mentor, which allows for experiential learning and skill application in an authentic environment and aids in creating relevance positive perceptions.
Purpose: The purpose of this presentation is to highlight a program that has been developed to strengthen physical therapy (PT) students' clinical application of their professional education through an interprofessional team training followed by an authentic experience involving a senior mentor. The geriatric skills lab and SAGE program occurs collaboratively between health professions students from both the University of North Texas Health Science Center (UNTHSC) and Texas Christian University (TCU).
Methods: In the fall of 2015, entering UNTHSC PT students participated in an interprofessional education activity with UNTHSC Osteopathic Medical, PA Studies, and Pharmacy students; and TCU Nursing, Dietician, and Social Work students. Students had the opportunity to learn about other health care professions and how various professions could work together in the care of a geriatric patient or population. The activity centered around three geriatrics clinical skills lab sessions in which students learned about the roles of various professions in assessing falls risks, evaluating a medication log, and performing cognitive screening. After completion of the skills lab sessions, students were paired in interprofessional teams. Each team was then paired with a senior mentor in the community. Teams made home visits, where the students applied their classroom education in the context and care of an older adult. This activity provided a collaborative learning experience with the student team and a senior mentor, allowing students to practice their skills and gain an understanding of their roles and responsibilities.
Results: After the skills lab sessions, data from a survey issed to both PT and other professional students highlighted increased confidence with performing a falls risk assessment, a medication assessment, a cognitive screening. Additionally, students reported improved understanding of how team coordination and communication are important in quality of care and patient safety.
Conclusion(s): Introduction of clinical skills and interprofessional teams at the academic institution followed by the opportunity to apply learned skills in the home of a senior mentor sets the stage for students to gain confidence in both their clinical skills and their understanding of and desire to participate in interprofessional teams. Additionally, these activities took place starting in the first year of the PT program, allowing for interprofessional teamwork and collaboration to be incorporated early and often throughout the professional socialization process.
Implications: Shifting to a culture of team-based collaborative care is crucial to improve healthcare experience, cost, and outcomes. Students benefit from early exposure to interprofessional education and from the opportunity to apply their learned skills in an authentic environment.
Funding acknowledgements: The Seniors Assisting in Geriatrics Education (SAGE) Program is sponsored by the Reynolds Interprofessional Geriatrics Training and Education Program
Topic: Education: methods of teaching & learning
Ethics approval: Office of Research Compliance, on behalf of the Institutional Review Board of the University of North Texas Health Science Center
All authors, affiliations and abstracts have been published as submitted.
