An interprofessional activity was designed to develop core competencies of healthcare students to work effectively and collaboratively in interprofessional teams, with the goal being best patient/client care outcomes. Physical Therapy participation was central per the APTA commitment to interprofessional education and practice (HOD-P06-19-69-33).
A problem-based case activity was designed where students from multiple disciplines (PT/nursing/exercise science/AT) interacted. A panel of local specialists (nurse/exercise physiologist/AT/PT/PTA/pharmacist/case worker/EMT/physician/counselor/RT/PA/minister) participated as mentors in the process.
The activity began with an introduction from each specialist panel member stating their role and discipline’s importance in interprofessional care. Panelists were available for reference, guidance, and discussion as students worked through the patient case.
The patient case involved a student-athlete injured during game-play. The goal was to address care from injury to return-to-sport. The case included key components from multiple disciplines and highlighted the roles and responsibilities of each at different stages of assessment and recovery. The patient underwent field examination by an athletic trainer for knee injury and concussion, and was transported to the hospital while being evaluated by an EMT. In the Emergency Department she was screened for knee injury, concussion, and dyspnea, and admitted for testing and observation. She eventually underwent knee surgery. During rehabilitation, she presented with depression from lack of engagement with her team and inability to attend classes due to concussion symptoms. Cardiac clearance was requested before she could return-to-play. The case ended with the patient returning-to-play.
The activity concluded with students reporting on their process and outcomes.
Before the activity, students commented on their anticipated challenges including lack of confidence for effective interprofessional communication, hesitancy to share ideas with strangers, and not fully understanding the roles of other healthcare providers. After the activity, comments regarding actual challenges included determining when a specific discipline should take the lead, confidence in one’s knowledge, and group presentations.
Related-means t-tests (pre-scores vs. post-scores) indicated positive increases in several areas, such as having a better understanding of the roles of the various disciplines, recognizing the importance of effective communication, and having increased confidence in their ability to effectively participate in interprofessional collaborations.
New advancements and complexity in healthcare delivery necessitate coordination of care through a multidisciplinary approach. Through participation in this activity, students developed an appreciation for communication and collaboration allowing them to grow as clinicians equipped to provide excellent care to their patients.
The poster will provide a QR code so anyone wishing to begin their own interprofessional activity program can download the materials we have developed and print them at their location to be able to create their own interprofessional activity.
Teaching Strategies
Healthcare Collaboration
