Chaudry A1, Karges J2, McCabe A2, Adamson A2, Berg-Poppe P2, Klappa S3
1Langston University, School of Physical Therapy, Oklahoma, United States, 2University of South Dakota, Physical Therapy, Vermillion, South Dakota, United States, 3University of North Georgia, Dahlonega, Georgia, United States
Background: Physiotherapy practice in the 21st century requires physiotherapists to work collaboratively with other medical/healthcare professionals as an interprofessional (IP) team delivering quality patient care. In doing so, the physiotherapist is better equipped to address patient needs and achieve outcomes. However, most physiotherapy programs provide traditional discipline-specific education to student physiotherapy (SPTs). This poses a handicap to SPTs post-graduation who find themselves ill-equipped with the knowledge, skills, and attitudes required to be effective IP team members. Exposing SPTs to complexities of IP patient care during school will enhance SPT IP communication, collaboration, and clinical decision-making.
Purpose: This presentation demonstrates how two Doctor of Physical Therapy (DPT) education programs embraced the challenge of preparing SPTs as patient-centered IP practitioners through innovative and interactive strategies throughout the curriculum for carryover in assuming future roles as IP leaders in clinical practice.
Methods: Both DPT programs began with the same conceptual framework though some strategies differed between programs. Examples include:
(i) Year 1: SPTs in one program completed joint orientation activities with OT and PA students including a community service project. SPTs in second program were introduced to IP education through joint didactic learning and supervised 1-on-1 interactions among students from varied majors via service learning.
(ii) Year 2: SPTs participated in an IP simulation emergency case with PA, Medical Lab Science, Nursing, and EMT students in one program. SPTs in the second program practiced IP skills while developing PT practice business plans and participated in a one-day clinical integration activity during which they discussed their business plans with an IP practitioner.
(iii) Year 3: SPTs in both programs participated in IP team meetings such as neuro rehab, oncology, and cardiac rehab while completing clinical education internships. SPTs also participated in various IP co-curricular experiences to widen their exposure to multiple disciplines.
Results:
(i) Year 1: SPTs responded positively to the joint orientation activities. SPT reflections following the service learning activity also revealed 100% satisfaction in IP service learning project with heightened sense of awareness of other disciplines;
(ii) Year 2: TeamSTEPPS Teamwork Attitudes Questionnaire following the simulation exercise demonstrated a significant difference from pre to post scores in some components, and all SPTs reported satisfaction with IP simulation emergency case. Business plan presentations yielded 100% satisfaction with inclusion of IP clinical integration exercise with recommendations to continue;
(iii) Year 3: Clinical internship capstone case study presentations emphasized 100% SPT comfort with IP experiences, specifically, taking the lead in advocating for PT needs of their patients in IP team meetings.
Conclusion(s): Preparing SPTs to become IP leaders of tomorrow is a necessity in the current landscape of healthcare delivery. The wise have said that “patience is a virtue” which eventually bears fruit. DPT education programs must embrace engaging in gradual, progressive, and consistent efforts similar to those showcased above.
Implications: DPT graduates properly equipped with the skills and knowledge of being IP practitioners while in school will eventually soar to new heights as emerging leaders of tomorrow's IP healthcare team.
Keywords: Inter-professional education, clinical decision-making, leadership
Funding acknowledgements: No funding was required
Purpose: This presentation demonstrates how two Doctor of Physical Therapy (DPT) education programs embraced the challenge of preparing SPTs as patient-centered IP practitioners through innovative and interactive strategies throughout the curriculum for carryover in assuming future roles as IP leaders in clinical practice.
Methods: Both DPT programs began with the same conceptual framework though some strategies differed between programs. Examples include:
(i) Year 1: SPTs in one program completed joint orientation activities with OT and PA students including a community service project. SPTs in second program were introduced to IP education through joint didactic learning and supervised 1-on-1 interactions among students from varied majors via service learning.
(ii) Year 2: SPTs participated in an IP simulation emergency case with PA, Medical Lab Science, Nursing, and EMT students in one program. SPTs in the second program practiced IP skills while developing PT practice business plans and participated in a one-day clinical integration activity during which they discussed their business plans with an IP practitioner.
(iii) Year 3: SPTs in both programs participated in IP team meetings such as neuro rehab, oncology, and cardiac rehab while completing clinical education internships. SPTs also participated in various IP co-curricular experiences to widen their exposure to multiple disciplines.
Results:
(i) Year 1: SPTs responded positively to the joint orientation activities. SPT reflections following the service learning activity also revealed 100% satisfaction in IP service learning project with heightened sense of awareness of other disciplines;
(ii) Year 2: TeamSTEPPS Teamwork Attitudes Questionnaire following the simulation exercise demonstrated a significant difference from pre to post scores in some components, and all SPTs reported satisfaction with IP simulation emergency case. Business plan presentations yielded 100% satisfaction with inclusion of IP clinical integration exercise with recommendations to continue;
(iii) Year 3: Clinical internship capstone case study presentations emphasized 100% SPT comfort with IP experiences, specifically, taking the lead in advocating for PT needs of their patients in IP team meetings.
Conclusion(s): Preparing SPTs to become IP leaders of tomorrow is a necessity in the current landscape of healthcare delivery. The wise have said that “patience is a virtue” which eventually bears fruit. DPT education programs must embrace engaging in gradual, progressive, and consistent efforts similar to those showcased above.
Implications: DPT graduates properly equipped with the skills and knowledge of being IP practitioners while in school will eventually soar to new heights as emerging leaders of tomorrow's IP healthcare team.
Keywords: Inter-professional education, clinical decision-making, leadership
Funding acknowledgements: No funding was required
Topic: Education; Education: methods of teaching & learning; Professional issues: business skills, leadership & advocacy
Ethics approval required: No
Institution: Langston University & University of South Dakota
Ethics committee: None
Reason not required: Program Assessment does not require IRB approval
All authors, affiliations and abstracts have been published as submitted.
