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McGinnis P.1, Del Rossi L.1, Pawlowska M.1, Padden M.1, Kientz M.1
1Stockton University, Physical Therapy, Galloway, United States
Background: Learning to work collaboratively as a team requires intentional practice. Interprofessional (IP) education provides students an opportunity to learn “with, from and about each other to improve collaboration and quality of care” (WHO) and is essential to in preparing future health care practitioners. The Interprofessional Education Collaborative (IPEC) established expected Core Competencies for IP Collaborative Practice.
Purpose: The purpose of this research was to describe outcomes of an IP learning experience, Baby Lab. The goal of this learning experience was to understand roles and perspectives of the IP team, facilitate knowledge translation among disciplines, and foster the skills needed to work together as a team.
Methods: Students teams from four disciplines (DPT n=23; MSOT n=29; BSN n=33; MSCD n=32) collaborated to plan and interact with infants/toddlers (n=20; age 4-30 months) and their parents to observe early childhood development. Quantitative and qualitative outcomes were collected. Quantitative outcomes: student and parent surveys assessed achievement of learning objectives from IPEC Core Competencies. Select IP team interactions were rated by faculty observers and student teams with the Interprofessional Collaborator Assessment Rubric (ICAR) to assess performance on a 4-point scale (1=Minimal, 2=Developing, 3=Competent, 4=Mastery). Qualitative student reflections were analyzed.
Results: Quantitative outcomes: survey responses supported achievement of IPEC core competencies for Values & Ethics (students 95.7%, parents 95%), and IP Communication (students 96.6%, parents 100%). The majority of observed behaviors were rated at Developing or Competent for all ICAR elements. Active Listening was rated highest with mean ICAR student ratings of 3.67, and 3.74 for faulty observers. Qualitative themes emerged: 1) Students gained a deeper appreciation of the variety and context of pediatric developmental milestones; 2) they appreciated the value of this experience in training future healthcare practitioners to work as a team; and 3) students utilized effective communication strategies with parents and team members to plan and implement optimal interactions with the infant/toddler.
Conclusion(s): Qualitative and quantitative data supported achievement of all learning outcomes. Students gained a holistic understanding of pediatric development, broadening their discipline specific views. Using an IP lens introduced students to the importance of communicating with team members and families, understanding the value of collaboration with other disciplines, and gaining confidence in these interactions. Demonstrating active listening and being respectful of different perspectives is an important aspect of IP collaboration. Students valued roles, experiences and the unique contribution of each team member in providing optimal care.
Implications: Common learning activities in pediatrics benefit from an IP learning approach. This model of turning a single discipline activity into an IP experience can be used to foster other IP experiences across the curriculum and help meet accreditation expectations for IPE. Developing these skills can help prepare students for clinical practice with pediatric clients as a member of a healthcare team.
Funding acknowledgements: none
Topic: Education: methods of teaching & learning
Ethics approval: Stockton University Institutional Review Board
All authors, affiliations and abstracts have been published as submitted.
