scholarly journals Student Perspectives of an Interprofessional Education Experience for Nurse Anesthetist Students and Physical Therapy Students in a Cadaver-Based Anatomy Review Course

OALib ◽  
2018 ◽  
Vol 05 (08) ◽  
pp. 1-15
Author(s):  
Christi Williams ◽  
Colleen Gensheimer ◽  
John Halle ◽  
Patrick Moss
Keyword(s):  
Physical Therapy ◽  
Interprofessional Education ◽  
Student Perspectives ◽  
Physical Therapy Students ◽  
Nurse Anesthetist ◽  
Education Experience ◽  
Review Course

Building opportunities for interprofessional education: activities for physical therapy students at a University Medical Campus

Physiotherapy ◽  
2015 ◽  
Vol 101 ◽  
pp. e255-e256
Author(s):  
D.E. Clark ◽  
J.D. Lowman ◽  
D.M. Morris ◽  
A.G. Rothrock ◽  
M.L. White ◽  
...  
Keyword(s):  
Physical Therapy ◽  
Interprofessional Education ◽  
Physical Therapy Students

scholarly journals Student Experiences with Engagement in a Nursing and Physical Therapy Interprofessional Education Simulation

2020 ◽  
Author(s):  
Sarah Koplow ◽  
Melissa Morris ◽  
Shari Rone-Adams ◽  
Heather Hettrick ◽  
Bini Litwin ◽  
...  
Keyword(s):  
Physical Therapy ◽  
Mixed Method ◽  
Interprofessional Education ◽  
Scope Of Practice ◽  
Student Experiences ◽  
Interprofessional Learning ◽  
Short Answer ◽  
Doctor Of Physical Therapy ◽  
Education Experience ◽  
Bsn Students

Purpose: Interprofessional Education (IPE) incorporated into healthcare discipline instruction has been shown to be successful in improving the understanding perceptions of complimentary professions. The purpose of this mixed method study was to measure differences in perceptions of early Baccalaureate of Science in Nursing (BSN) students and Doctor of Physical Therapy (DPT) with participation in a immersive interprofessional education experience. Method: Students completed a pre and posttest survey consisting of the Readiness for Interprofessional Learning Scale and several short answer qualitative questions. Cohorts of BSN and DPT students participated in a computerized mannequin simulation experience or a hybrid simulation. Results: Students indicated they learned about each other’s scope of practice and recognized the benefits of teamwork through collaboration. Conclusion: Students showed increased knowledge of the other profession, appreciated the opportunity for interprofessional learning, and were interested in having more IPE simulation learning experiences.

Perceptions of Nursing and Physical Therapy Students Toward Peer-Led Interprofessional Education in Manual Handling

2017 ◽  
Vol 42 (1) ◽  
pp. E1-E6 ◽  
Author(s):  
Pamela McCrorie ◽  
Pamela A. Roberts ◽  
David Sainsbury ◽  
Duncan Boldy ◽  
Shelley Gower
Keyword(s):  
Physical Therapy ◽  
Interprofessional Education ◽  
Physical Therapy Students ◽  
Manual Handling

Long-term effect of a short interprofessional education interaction between medical and physical therapy students

2015 ◽  
Vol 8 (4) ◽  
pp. 317-323 ◽  
Author(s):  
Terin T. Sytsma ◽  
Elizabeth P. Haller ◽  
James W. Youdas ◽  
David A. Krause ◽  
Nathan J. Hellyer ◽  
...  
Keyword(s):  
Physical Therapy ◽  
Interprofessional Education ◽  
Term Effect ◽  
Physical Therapy Students ◽  
Long Term Effect

scholarly journals A Pilot Study Using Asynchronous Case Discussion and Reflection to Provide Interprofessional Education to Physician Assistant and Physical Therapy Students

2021 ◽  
Author(s):  
Erin McCallister ◽  
Emily Weidman-Evans
Keyword(s):  
Pilot Study ◽  
Physical Therapy ◽  
Interprofessional Education ◽  
Physician Assistant ◽  
Rank Test ◽  
Physical Therapy Students ◽  
Case Discussion ◽  
Roles And Responsibilities ◽  
Healthcare Students ◽  
The Difference

Purpose: The purpose of this study was to examine the effects an asynchronous interprofessional education (IPE) activity had on graduate healthcare students’ beliefs regarding IPE, as measured by the Readiness for Interprofessional Learning Scale (RIPLS). Methods: All first-year physician assistant and physical therapy students participated in a collaborative four-week online case discussion. Students who consented to participate in the research component filled out a pre- and post-activity RIPLS questionnaire. Responses were matched by an individualized, student-generated number to protect students’ identity. Only matched scores were analyzed. Results: The total score as well as the Teamwork and Professional Identity sub-scales were analyzed for pre-post changes using the paired t-test. The Roles and Responsibilities sub-scale was analyzed using the Wilcoxon signed rank test, due to a non-normal data distribution. A significant change (a=0.05) in score was found only in the Roles and Responsibilities sub-scale. Secondary outcomes indicate that a high proportion of the students felt the objectives of the activity were met. Conclusions: Significant changes were found on only one sub-scale of the RIPLS. Therefore, asynchronous IPE delivery does not change graduate healthcare students’ readiness for IPE. The participants felt the activity met its objectives, which indicates that asynchronous IPE delivery may be a viable technique in this population. Future studies should examine the difference between asynchronous and live IPE on the outcomes noted in this pilot study.

scholarly journals MBTI® Type and Interprofessional Communication in Doctor of Physical Therapy Students

2019 ◽  
Author(s):  
Laura Smith ◽  
Christin Curtis ◽  
Morgan Perry ◽  
Laura LoVasco ◽  
Amy Yorke ◽  
...  
Keyword(s):  
Physical Therapy ◽  
Interprofessional Education ◽  
Physical Therapists ◽  
Personality Types ◽  
Personality Factors ◽  
Physical Therapy Students ◽  
Interprofessional Communication ◽  
First Semester ◽  
Entry Level ◽  
Doctor Of Physical Therapy

Purpose: Interprofessional education (IPE) improves patient outcomes and health care by use of appropriate communication. Personality factors may affect communication in interprofessional collaborations. The purposes of this study were to identify common Meyers-Briggs Type Indicator® (MBTI®) personality types of entry-level Doctor of Physical Therapy students along with gender difference and to make recommendations as to how the MBTI® assessment can used to help develop the interprofessional communication competency domain among student physical therapists. Method: Thirty-two entry-level Doctor of Physical Therapy students in the first semester of their third year of study completed the paper based, MBTI® Form M Self-Scorable. Results: Most personality types were represented; the most common were ISTJ (n=5) and ENFJ (n=4). Significant gender differences were found in the Introversion/Extraversion and the Thinking/Feeling dichotomies, but no differences were found related to age. Conclusions and Recommendations: The MBTI® may be an effective tool for students to engage in self-evaluation and improve awareness of how personality types may influence communication and teamwork in IPE activities, thereby incorporating this into deliberate behavioral changes. Recommendations for integrating these findings into classroom teaching styles includes: 1) fostering tools and techniques for communication in interprofessional teams 2) deliberate practice in provider–patient interactions, and 3) self-reflection and practice.

scholarly journals Interprofessional Peer Teaching: Assistive Device Training and Medications Impacting Safe Ambulation

2020 ◽  
Author(s):  
Niamh Tunney ◽  
Melissa Chesson ◽  
Gina Ryan
Keyword(s):  
Physical Therapy ◽  
Interprofessional Education ◽  
Healthcare Providers ◽  
Gait Training ◽  
Assistive Devices ◽  
Peer Teaching ◽  
Pharmacy Students ◽  
Assistive Device ◽  
Physical Therapy Students ◽  
Teaching Activity

Purpose: An interprofessional peer teaching activity was designed and implemented to provide students with an opportunity to practice interprofessional education collaborative (IPEC) competencies while improving student knowledge of assistive devices for gait and medications impacting safe ambulation. Method: During the activity, second year physical therapy students instructed third year pharmacy students in the accurate fit and counseling for use of canes, crutches, and walkers. Pharmacy students then demonstrated these skills and were checked off on their ability to accurately fit and instruct consumers on basic gait patterns. The pharmacy students in turn educated the physical therapy students about medications that impact safe ambulation and gait training. The activity was designed to meet the interprofessional competencies of roles and responsibilities, interprofessional communication, teams and teamwork, in addition to specific course objectives. Students completed a 15-item pre- and post-knowledge assessment and a perceptions survey to evaluate the effectiveness of the peer teaching activity. Results: Significant improvements in knowledge and performance were demonstrated following participation in the activity, and students reported positive perceptions of the activity and its impact on their learning about assistive devices and medications reviewed during the session. Our results indicate that physical therapy and pharmacy students can effectively teach each other and learn about assistive devices and medications impacting safe ambulation through an interprofessional peer teaching activity. Conclusion: Peer teaching across disciplines can help prepare students to communicate and collaborate with other healthcare providers.

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