Visual diagrams of the brain exist in abundance and are beneficial in teaching clinicians terminology and structures; however, few exist that demonstrate functional pathology progression. Even fewer diagrams are designed as a tool created to help bridge the gap between the trained Physiotherapist and the client who has limited knowledge, not only of the brain but also of the trauma and/or disease impacting them.
The project was an assignment associated as part of a regular course in a DPT program. The principles of interprofessional collaboration were implemented during this project, where two or more professions learn about, from, and with one another (IPEC, 2016).
A series of diagrams was created by Art + Design students collaborating with DPT students for various brain diseases (e.g., Alzheimer's, Parkinson's, etc.). These diagrams aid both student learning and clinician/client education by way of visually expressing conditions. Examples of content include the pathology through the brain, the stages of progression, symptoms, and related therapy concepts.
Students collaborating on the ideation of these diagrams, through observation of the brain structures, and interdisciplinary conversations, began seeing ways in which they could learn from, and serve the other, as well as improve clinician and client communication.
DPT students noted that the diagrams, “ [they] made me think without knowing,” and “the process of producing the product and talking through it really helped me learn.”
Meanwhile Art + Design students also began to realize, “how difficult it is to communicate these complex medical terms and conditions in layman terms. The amount of skill it takes for DPT students to learn this information [is immense], but then there's a gap to be able to communicate to a layperson. That's how we can help with illustration.”
Further qualitative and quantitative investigation regarding use of visual diagrams is desired to examine the relationship between student and faculty perceptions of student learning, outcomes in academic performance, and clinician/client communication.
The project seems to have at least two meaningful outcomes. First, the collaborative creation of diagrams and drawings for patient conditions and diagnoses seems to have improved critical thinking skills among the Art + Design and DPT students. Second, the interprofessional education and collaboration between these two student and faculty groups appear to improve students’ readiness for interprofessional practice, and communication skills following their degree completion.
neuroanatomy
critical thinking
