The purpose of this report is to describe the novel application of a community-based reciprocal mentorship and companionship program with DPT students and PwPD, with a primary focus on student outcomes.
The annual grant funded 8-month, community-based program was modeled after a medical school “PD Buddy Program”. Second-year DPT students (n=28 year 1, n=23 year 2) and PwPD (n=23 year 1, n=23 year 2) were paired by program coordinators based on common interests and met an average of six times. Sample activities included cooking, exercise classes, sporting events, concerts, shared meals, and making crafts. Quantitative data consisted of pre and post student surveys (PD Scale on Communication and the National Institutes of Health Scale of Self-efficacy). Qualitative data of student responses to open ended questions to determine the impetus driving their voluntary participation in the program were thematically analyzed.
Post-program analysis (n=19, Year 1; n=18 Year 2) demonstrated improvements in the student cohort average in confidence to communicate with PwPD by 7% (Year 1) and 8% (Year 2) and improvements in self-efficacy of 2% (Year 1) and 5% (Year 2). Year to year, the overall perception rating of the program (4.5/5) yielded high levels of satisfaction in relationship building, mutual benefit, and enjoyment. Qualitative themes were: propelling professional growth, developing authentic connection, and seeking purpose in community engagement.
The reciprocal mentorship program shows promise as a means to improve student confidence with communication and self-efficacy to work with individuals with PD. Future work needs to examine the effects of the program on the individuals with PD. Future research could incorporate focus groups with students to determine if other outcomes are achieved to enable optimization of the survey with an additional scale.
The isolation exacerbated by the global pandemic underscores the critical need for group psychosocial interventions and the PD Clinical Practice Guideline serves as an impetus for community-based exercise programming. The community-based reciprocal mentor and companionship program is designed to foster meaningful connections between PwPD and PT students. For students, it also serves as a meaningful educational opportunity, enhancing the understanding of the lived experience of PD, cultivating improved communicative confidence, and improving self-efficacy to provide care. Additionally, the program reinforces students' sense of purpose during the didactic portion of their education and highlights the impact they can have within the community.
Community-based
