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N. Belleza1, J. Mathews1, M. Johnson2, E. Pucillo1, K. Wheat3, L. Pilgrim1, K. Cremer2, E. McGee4, V. Agrawal5
1University of St. Augustine for Health Sciences, Physical Therapy, San Marcos, United States, 2University of St. Augustine for Health Sciences, Occupational Therapy, San Marcos, United States, 3University of St. Augustine for Health Sciences, Speech Therapy, Austin, United States, 4University of St. Augustine for Health Sciences, Center for Innovative Clinical Practice, Saint Augustine, United States, 5University of St. Augustine for Health Sciences, Department of Research, Miami, United States
Background: Following the release of the World Health Organization report in 2010, many healthcare education accreditation bodies including the Commission on Accreditation in Physical Therapy Education recognized the importance to improve healthcare delivery outcomes by integrating interprofessional education (IPE) in the training of providers. Simulation is shown as one effective method in academic and clinical settings for IPE. Simulation is well described in the literature, especially within the fields of aviation, aerospace, and teaching medical and nursing students. However, the use of simulation is only starting to be described, studied, integrated, and researched in the profession of physical therapy. This project shares how interprofessional (IP) collaboration across multiple campuses creates bridges to develop comprehensive and meaningful learning opportunities for students in IPE.
Purpose: The purpose of this project was to share strategies used by our university to integrate simulation activities across 3 campuses across the United States for occupational therapy (OT), physical Therapy (PT), and speech therapy (ST) curricula for IPE.
Methods: Three examples will showcase how 3 campuses from different locations across the United States used simulation in IPE. For a first-term course for OT and PT students, a standardized simulation was developed where OT and PT students worked together IP to deliver care to a standardized patient. Students introduced themselves as a team, obtain informed consent, and assessed vital signs. Student outcomes before and after the simulation activity were collected using the instruments Students Perceptions of Interprofessional Clinical Education Revised and Interprofessional Collaboration Competency Attainment.
Two other simulations from separate campuses utilized simulation to foster intraprofessional collaboration between PT students and physical therapist assistant (PTA) students from a nearby program. In this simulation, the PT and PTA coordinate interventions and handle an emergent situation. The third simulation was developed to incorporate the rehabilitation team and the management of patients who required OT, PT, and ST care. In this simulation, the disciplines care plan together and recognize the scope of practice of others.
Two other simulations from separate campuses utilized simulation to foster intraprofessional collaboration between PT students and physical therapist assistant (PTA) students from a nearby program. In this simulation, the PT and PTA coordinate interventions and handle an emergent situation. The third simulation was developed to incorporate the rehabilitation team and the management of patients who required OT, PT, and ST care. In this simulation, the disciplines care plan together and recognize the scope of practice of others.
Results: Students participating in IPE activities identified themselves having more competence and sense of salience with IPE interactions. Valuable student learning occurs when students are armed with attitudes and knowledge of IP collaboration. Moving forward from these experiences, students can progress in IPE activities that further translate into enhanced competencies and develop IP technical skills.
Conclusion(s): Integrating IPE in clinical and academic settings has the potential to improve behaviors amongst team players promoting improved patient safety and patient outcomes . However, there continues to be a need for research demonstrating the efficacy of IPE and its impact on student and clinician learning and the affects on patient outcomes .
Implications: It is important for future research to explore options of IPE activities that demonstrate best-practices and positive results. When considering simulation or other learning activities, understanding the commitment of budget, time, training, scheduling, pedagogy, and other factors are paramount to match the need with the desired outcomes. This helps clinicians and educators in customizing their needs to meet patient outcomes, accreditation standards, programmatic goals, and institutional goals in their respective programs and settings.
Funding, acknowledgements: This study was not funded
Keywords: simulation, interprofessional education, accreditation
Topic: Education: methods of teaching & learning
Did this work require ethics approval? No
Institution: University of St. Augustine for Health Sciences (USAHS)
Committee: USAHS IRB
Reason: This project describes how simulation was integrated across multiple campuses as a learning activity or methodology to improve educational practices.
All authors, affiliations and abstracts have been published as submitted.
