scholarly journals A Physical Therapist and Physical Therapist Assistant Learning Activity to Examine Student Collaboration and Collaboration Readiness: An Intraprofessional Educational Process

2017 ◽  
Author(s):  
Salome Brooks ◽  
Renae Gorman
Keyword(s):  
Interprofessional Education ◽  
Physical Therapist ◽  
Educational Process ◽  
Health Science ◽  
Learning Activity ◽  
Individual Student ◽  
Academic Setting ◽  
Peer Evaluations ◽  
Physical Therapist Assistant ◽  
Collaboration Skills

BACKGROUND: Workforce responsibilities in the clinical setting between the physical therapist (PT) and physical therapist assistant (PTA) emphasize the necessity to develop intraprofessional skills fostering discipline collaboration. These skills impact the team process and the achievement of interprofessional patient centered outcomes. Collaboration is a skill that is sought after in inter- and intraprofessional teams. Intraprofessionalism is occurring within teamwork and collaborative activities labelled or described in interprofessional terms and tools. Health science professional programs have received recent mandates to address interprofessional collaboration skills within curricula. But disciplines that contain multiple professional roles need to address the within discipline, prerequisite intraprofessional skills prior to the field being represented in the care setting. PURPOSE: The purpose of this study is to examine PT and PTA student readiness to learn team collaboration skills within an academic setting and reveal the characteristics of intraprofessional education through the completion of a “professionalism” classroom focused project. METHODS: Following an explanatory sequential mixed methods approach, 54 PT and PTA students completed pre/post the Readiness for Interprofessional Learning Scale (RIPLS) and Interdisciplinary Education Perception Scale (IEPS). Qualitative data collected included student previous supervisory work experiences, independent student meeting process descriptors, and student performance self/peer evaluations. RESULTS: The results showed that the overall RIPLS score increase pre to post was influenced by the strong values within the subscale “Teamwork and Collaboration” expressing the student perspective. IEPS subscales scores indicated consistently a student value for collaboration. The independent student meeting process was conducted without PT/PTA degree level distinctions and task accomplishment appeared seamless. Peer evaluations revealed the existence of collaboration characteristics within groups and individual student qualities. CONCLUSIONS: The results from the interprofessional tools used in this study support the inclusion of intraprofessional collaboration skills development in the classroom. Intraprofessional skills can be fostered in the academic setting as promoted by interprofessional education (IPE) mandates prerequisite to entering the clinic.

scholarly journals Longitudinal interprofessional education in a graduate physiology course

2019 ◽  
Vol 43 (2) ◽  
pp. 241-245 ◽  
Author(s):  
Lisa M. Harrison-Bernard ◽  
Mihran V. Naljayan ◽  
Donald E. Mercante ◽  
Tina Patel Gunaldo ◽  
Scott Edwards
Keyword(s):  
Basic Science ◽  
Interprofessional Education ◽  
Physical Therapist ◽  
Physician Assistant ◽  
Kidney Injury ◽  
Health Science ◽  
Patient Case ◽  
First Case ◽  
Case Presentations

The primary purpose of conducting two interprofessional education (IPE) experiences during a multidisciplinary physiology graduate-level course was to provide basic science, physical therapy, and physician assistant graduate students opportunities to work as a team in the diagnosis, treatment, and collaborative care when presented with a patient case focused on acute kidney injury (first case) and female athlete triad (second case). The secondary purpose was to apply basic physiology principles to patient case presentations of pathophysiology. The overall purpose was to assess the longitudinal effects and the value of IPE integrated within a basic science course. The following Interprofessional Education Collaborative subcompetencies were targeted: roles/responsibilities (RR1, RR4). Students were given a pre- and postsurvey to assess their IPE perceptions and knowledge of professional roles. There were statistically significant increases from the presurvey renal IPE experience to the presurvey endocrine IPE experience for two perception questions regarding the ability to explain the roles and responsibilities of a physical therapist (PT) and physician assistant using a Likert scale. In addition, student knowledge of the role of a PT increased significantly when comparing the renal IPE presurvey to the endocrine IPE presurvey results to open-ended questions. Students’ perceptions of their knowledge as well as their ability to express, in writing, their newly learned knowledge of the role of a PT was sustained over time. Incorporating multiple IPE experiences into multidisciplinary health science courses represents an appropriate venue to have students learn and apply interprofessional competencies.

Skepticism to Success: Meeting Critical Workforce Needs Through Innovation and Collaboration

2010 ◽  
Vol 14 (3) ◽  
Author(s):  
Margaret Anderson ◽  
Linda Maier ◽  
Michael Shepard
Keyword(s):  
Community College ◽  
Physical Therapist ◽  
Professional Community ◽  
Health Science ◽  
National Council ◽  
Diverse Range ◽  
Community And Technical Colleges ◽  
Physical Therapist Assistant ◽  
Use Of Technology ◽  
Increasing Demand

Health science degrees are in increasing demand at community and technical colleges and have traditionally been challenging to integrate into an asynchronous model. In an effort to meet workforce demand and the needs of working or place-bound students, Whatcom Community College developed an online version of their existing face-to-face Physical Therapist Assistant program in 2006. This program has been successful in meeting a diverse range of needs and interests through innovation, partnerships and use of technology. The program has been recognized nationally by the National Council of Instructional Administrators for Community College Exemplary Initiatives in 2009 and was also recognized statewide with the Washington State 2008 Governor’s Award for Workforce Best Practices. The online Physical Therapist Assistant program has served as a model for the development of other lab-based health science degrees at Whatcom Community College (WCC). Faculty provide leadership to both the WCC campus and community colleges statewide. This article will describe research studies that support the program’s practices and will include the story of how the program successfully developed despite faculty and professional community skepticism.

scholarly journals The Use of an Experiential Educational Activity to Promote Interprofessional Education in Physical and Occupational Therapist Students

2019 ◽  
Author(s):  
Amy Brzuz ◽  
Beth Gustafson
Keyword(s):  
Higher Education ◽  
Interprofessional Education ◽  
Healthcare Professionals ◽  
Physical Therapist ◽  
Occupational Therapist ◽  
Collaborative Practice ◽  
Educational Activity ◽  
Learning Activity ◽  
Healthcare Settings ◽  
Physical Therapist Student

In many healthcare settings, interprofessional collaborative practice is expected of healthcare professionals to facilitate optimal patient outcomes. To prepare healthcare professionals to provide this collaborative practice, institutions of higher education are infusing interprofessional education activities into their healthcare curricula. While interprofessional education activities have been demonstrated to be beneficial for students, the creation and implementation of these types of activities by higher education faculty can be challenging. Factors such as logistics, curricular differences, and already busy course schedules can sway faculty from developing interprofessional experiences for their students. The purpose of this paper is to describe the development and implementation of an interprofessional education activity involving physical and occupational therapist students that was added to an existing physical therapist student experiential learning activity. Activity outcomes and recommendations will be shared in anticipation that other healthcare faculty will be inspired to initiate communication and collaboration to create their own unique IPE experiences.

scholarly journals Identifying and Addressing Social Determinants of Learning during the COVID-19 Pandemic

2021 ◽  
Author(s):  
Cara E Felter ◽  
Jonathan Cicone ◽  
Lindsey Mathis ◽  
Deanna L Smith
Keyword(s):  
Social Determinants ◽  
Physical Therapists ◽  
Physical Therapist ◽  
Educational Process ◽  
Academic Risk ◽  
Physical Therapist Assistant ◽  
Wide Range ◽  
Physical Therapist Assistants ◽  
Support Students

Abstract The COVID-19 pandemic has negatively impacted the health of people from communities of color and people of limited socioeconomic means in a disproportionate way due to social determinants of health (SDoH). The Centers for Disease Control defines SDoH as the “conditions in the places where people live, learn, work, and play that affect a wide range of health and quality-of life-risks and outcomes.” A related construct, social determinants of learning (SDoL), includes contextual conditions and variables that impact students’ ability to optimally participate in their education, including academic and clinical development. SDoL directly impact students’ ability to participate in the educational process. During the COVID-19 pandemic, students struggling with SDoH and, by extension SDoL, may be more likely to have sick family members, caregiving responsibilities, food and housing insecurity, and obligations to supplement lost family wages. SDoL are also influenced by individual experiences within and outside of the classroom. Beyond bringing this matter to the attention of our profession, especially clinical and academic educators, we must take action to reach and support students who are at higher academic risk due to the SDoL. The purpose of this paper is to: (1) define SDoL, (2) explain how SDoL are impacting DPT and physical therapist assistant students, and (3) discuss actions that physical therapists and physical therapist assistants can take to mitigate the effects of SDoL on current DPT and physical therapist assistant students.

La evaluación del interprofesionalismo en la educación basada en simulación

2019 ◽  
Vol 62 (0) ◽  
pp. 56-63
Author(s):  
Laura Silvia Hernández Gutiérrez ◽  
Angélica García-Gómez ◽  
Argimira Vianey Barona Nuñez ◽  
Erick López Léon
Keyword(s):  
Health Professionals ◽  
Interprofessional Education ◽  
Collaborative Work ◽  
Educational Process ◽  
Educational Institutions ◽  
Controlled Environment ◽  
Study Group ◽  
The Us ◽  
Improvement Strategies

The education based on simulation is an educationalstrategy where students learn from their errors, developing skills, knowledge, competences,etc. in a controlled environment. During the process of teaching by simulation, it is necessaryto execute various types of assessments (diagnostic, summative, formative) in order tomake adjustments or changes in the educational process of the students, therefore identifying areas of opportunity for improvement. With the simulation, different processes can be taught, like interprofessionalism and collaborative work. Nowadays, there is a major concern for added safety and the quality of care for the patients and their families. Therefore, a WHO study group determined the basic interprofessional competences, and has been given the task of disseminating and promoting interprofessional education. Some educational institutions in the US, Canada and Europe have integrated interprofessional and collaborative work in simulation practices. All the activity by simulation must be evaluated in order to provide feedback to the participants and establish improvement strategies. The assessment of the interprofessional work focuses on the evaluation of common skills and competencies among various health professionals.

scholarly journals Effectiveness of an escape room for undergraduate interprofessional learning: a mixed methods single group pre-post evaluation

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Leigh Moore ◽  
Narelle Campbell
Keyword(s):  
Mixed Methods ◽  
Rural Areas ◽  
Interprofessional Education ◽  
Added Value ◽  
Individual Student ◽  
Single Group ◽  
Interprofessional Practice ◽  
Student Focus ◽  
Practice Knowledge ◽  
Work Integrated Learning

Abstract Background Interprofessional practice (IPP) has been shown to contribute to quality service provision and improved health outcomes. This knowledge has led to the integration of interprofessional education into course curricula for many health-care disciplines. Offering interprofessional education in rural areas to students undertaking work integrated learning placements is challenging particularly because of the diversity of students and placement dates combined with the student focus on the assessable placement curriculum. This research investigated and evaluated the utility of an escape room as an educational modality that facilitates learning whilst providing a supportive and motivating learning environment. Our project focused on the acquisition of interprofessional practice knowledge and experience by a health professional student cohort. Methods This study used the novel intervention of an escape room combined with an interactive teaching session to test student engagement and learning about interprofessional practice and teamwork. The research used a mixed methods single group pre-post design. Results Fifty students (78% female) from seventeen universities and seven professions participated in teams of three to six members. Most participants (66%) had not previously completed an escape room. The results showed that the intervention provided effective and engaging learning and was intrinsically appealing to students despite its non-assessable nature. Individual student reflection on their participation showed developing insight into the critical importance of clear communication and intentional team member collaboration in the provision of effective interprofessional practice. Conclusions The escape room intervention added value to the placement curriculum and proved flexible for a heterogeneous student cohort.

Didactics of primary education

2021 ◽  
Author(s):  
Anna Voroncova ◽  
Tat'yana Sutyagina ◽  
Oksana Pavlova ◽  
Elena Tihomirova ◽  
Anna Samohvalova ◽  
...  
Keyword(s):  
General Education ◽  
Primary Education ◽  
Bachelor's Degree ◽  
Educational Process ◽  
Learning Activity ◽  
Federal State ◽  
Technology Project ◽  
Project Method ◽  
Educational Standard ◽  
State Educational

The requirements of the federal state educational standard of primary general education to the content, technologies and methods of the educational process in primary grades are disclosed. Special attention is paid to the characteristics of the system-activity approach, the technologies of primary education (problem-based learning, developmental learning, activity technology, project method, blended learning, etc.) are highlighted. The methods of teaching all the main academic subjects are presented in detail and concretely. Meets the requirements of the federal state educational standards of higher education of the latest generation. For students of higher educational institutions studying under bachelor's degree programs in the areas of training 44.03.01 "Pedagogical education" and 44.03.05 "Pedagogical education (with two training profiles)".

scholarly journals Some aspects of the students’ knowledge control during studying fundamental disciplines in the university

2020 ◽  
Vol 8 (2) ◽  
pp. 18-29
Author(s):  
Vita Datsenko ◽  
◽  
Lilua Egorova ◽  
Tatiana Nenastina ◽  
◽  
...  
Keyword(s):  
Learning Process ◽  
Educational Process ◽  
External Factors ◽  
Educational Activity ◽  
Learning Activity ◽  
Teaching Staff ◽  
Full Time ◽  
Statistical Research ◽  
The University

The work considered a system of knowledge control of the Kharkiv National Automobile and Highway University. It was shown that the quality of higher education depends mainly on the level of student training, the qualifications of teaching staff, the organization of the learning process, the efficiency of monitoring the quality of the education, and also factors allowing to improve the quality of education in the university. Assessment of the knowledge quality received by the students in the "Chemistry" discipline was carried out among the students of the Automobile Faculty of the KHNADU, entered the first year of the Bachelor of full-time education, during 2014/15–2018/19 academic years. The control was carried out with the help of traditional pedagogical practice types – the main (preliminary, final, and control of residual knowledge) and periodical (current and thematic knowledge tests). Statistical research on the performance of the main types of students' knowledge control, as more significant, shows that the important part of educational activity in university is an effective organization of its control. It was established that main principles of the control of students’ knowledge received during learning subject are the regularity and systematical conduct, the objectivity of assessment of the level of students' skills, the ability to identify the actual level of learning educational materials by the students, the timeliness of identification of the gaps in the learning process by the teacher and applying ways to overcome them. The internal and external factors affecting the performance of students during studying the "Chemistry" discipline have been distinguished. The internal factors are the knowledge level before entering the university and the motivation for learning the subject. The external are an organization of the educational process, self-organization of student learning activity, teaching methods and forms and professionalism of the educator, quality of additional services (holding consultations and individual lessons), educator-student relationship. It was identified that during studying the "Chemistry" discipline, the influence of the factors that students had before entering the university is weakened, and the external factors, which appeared in the process of studying in university, have a significant impact.

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