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Fletcher J.1, Gubler C.1, Estis J.2
1University of South Alabama, Physical Therapy, Mobile, United States, 2University of South Alabama, Quality Enhancement Plan/Speech and Language Pathology, Mobile, United States
Background: The World Health Organization's vision of health and wellness includes a focus on reducing chronic conditions such as heart disease, diabetes and smoking related illness. Chronic disease risk can be reduced by addressing modifiable lifestyle conditions such as smoking, nutrition and stress. Identifying risky lifestyle behaviors, analyzing resources and developing a health focus model of care has become a necessary proficiency for health care providers to promote health and wellness in practice. Professional organizations from nursing, medicine and allied health are promoting interprofessional education (IPE) in academic programs to focus on fostering collaborative, patient centered care. Interprofessional Education fits well into TBL format because the TBL platform brings students of diverse backgrounds together where they can capitalize on the strengths and knowledge of individual team members. This combination of TBL and IPE fosters interprofessional discussion, collaboration, and shared learning. Learners can increase awareness of how disciplines can complement each other and work together to develop patient centered approaches to care in the form of a health focused model.
Purpose: To pilot an innovative approach to teaching Health Promotion and Wellness to Health Care Providers through Team Based Learning and Interprofessional Education.
Methods: The workshop was presented as a pilot to physical therapy students in the third year of a DPT program. The workshop was part of a class held 3 hours, twice a week during a 5 week fall semester. Students were given a total of 9 hours to complete this module which included: iRAT/ tRAT on readings and knowledge of Health Focused Models, Application Activity 1: SWOT analysis with simultaneous reporting, Consolidation of SWOT across teams and voting on top priorities for each category, Discussion on Health focused models, Application Activity 2: Develop a health focused model using the new SWOT, Review of each proposed model by teams in gallery walk, discussion of best practice model. Student performance was measured immediately with both application products and student course evaluations. Follow-up evaluation after final clinical rotations will also be measured.
Results: Students were successful in achieving the goals of this module including a SWOT analysis and integrating a patient centered approach using a health focused model. The TBL groups designed patient focused models that were feasible for immediate clinical application. The majority of initial feedback on course evaluations indicated that the students do not see the value of this skill at this point of their education. The follow-up evaluation are in process and may differ after clinical practice.
Conclusion(s): Presenting this material to students earlier in the curriculum using an interdisciplinary approach with other healthcare providers may improve student´s perception of the value of this method of teaching health promotion. Additionally the value of these skills may become more clear once the students are in clinical practice.
Implications: Identifying risky lifestyle behaviors and developing a health focus model of care is a necessary proficiency for health care providers to promote health and wellness in a collaborative practice environment. Active learning using a TBL format provides a successful and engaging method of teaching health promotion.
Funding acknowledgements: None
Topic: Education: methods of teaching & learning
Ethics approval: None was required. This was a required class in the DPT program at the University of South Alabama.
All authors, affiliations and abstracts have been published as submitted.
