This abstract describes a novel interprofessional educational (IPE) approach utilizing physical therapy (PT) students as MSK educators for allopathic medical doctor (MD) student learners immediately prior to their first clinical experience.
The study involved 16 PT students and 40 MD students, organized into groups of 4-5 MD students working alongside pairs of PT students under the supervision of a PT faculty. One week before the IPE event both PT and MD students received a list of spine examination skills. MD students had previously been instructed in these skills during their medical school coursework and were expected to be able to perform these skills during clinical experiences. Pre- and post-surveys assessed MD and PT student confidence in lumbar and cervical examination, differential diagnosis, skill performance and treatment planning. An open-ended question, “What did you learn from interacting with a MD or PT student during this learning activity?” was included. The 60 minute IPE event comprised a review of subjective case details, hands-on spinal examination led by PT students, an evaluation of objective findings, and collaborative treatment planning.
Data analysis employed a 2-way ANOVA with group (MD vs. PT) and time (Pre vs. Post) as independent variables. There was a main effect for group with PT scoring 12.7% (mean difference 3.32; 95%CI, 0.45 to 6.20) higher than Med (p=0.024). There was also a main effect for time with scores being 28.8% (7.03; 95%CI, 4.15 to 9.90) higher at Post (p0.001). When analyzing the effect on MD student learning, independent sample t-tests showed significant increases in MD students' confidence: cervical spine knowledge and skills increased by 42.5% (mean difference = 9.2; 95% CI 6.6 to 11.8, p0.001), and lumbar spine knowledge and skills increased by 60.3% (mean difference = 12.6; 95% CI 9.9 to 15.2, p0.001). Thematic analysis of open-ended responses from MD and PT students revealed key themes: MD students highlighted skill acquisition, IPE collaboration, respect, and enjoyment; PT students emphasized confidence building, respect, and value.
Integrating PT students into MSK training for MD students represents an innovative educational strategy. This IPE initiative significantly improved MD students' confidence in their clinical skills, underscoring the potential for healthcare professional collaboration and improved patient care outcomes.
This educational model serves as a scalable framework for integrating physical therapy programs within medical school curricula. This type of collaboration may enhance patient care quality by fostering teamwork and mutual respect among healthcare professionals.
Peer learning
