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.

Impact of Virtual Simulation on the Interprofessional Communication Skills of Physical Therapy Students: A Pilot Study

2017 ◽  
Vol 31 (3) ◽  
pp. 83-90 ◽  
Author(s):  
Matthew S. Taylor ◽  
Jennifer Tucker ◽  
Clair Donehower ◽  
Patrick Pabian ◽  
Lisa A. Dieker ◽  
...  
Keyword(s):  
Pilot Study ◽  
Physical Therapy ◽  
Communication Skills ◽  
Virtual Simulation ◽  
Physical Therapy Students ◽  
Interprofessional Communication

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

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

scholarly journals A Pilot Study Exploring the Impact of Interprofessional Simulation on Role Clarity and Student Readiness for Collaborative Clinical Practice

2020 ◽  
Author(s):  
Shira Weiner ◽  
Laura Hagan ◽  
Julie Kardachi
Keyword(s):  
Pilot Study ◽  
Physical Therapy ◽  
Occupational Therapy ◽  
Focus Groups ◽  
Interprofessional Collaboration ◽  
Physical Therapy Students ◽  
Role Clarity ◽  
Interprofessional Learning ◽  
Student Readiness ◽  
The Impact

Purpose: Interprofessional collaboration is recognized as a healthcare practice paradigm that may decrease overall costs and minimize errors. Yet it remains common for practitioners to provide care within silos, inadequately considering the impact of their decisions on other providers and overall costs, which ultimately may negatively impact the patient. Integrating interprofessional collaboration in school curricula can establish the importance of this approach to healthcare. For optimal efficacy, every professional in the healthcare team must recognize their unique role and the roles of others, to allow for seamless interprofessional collaboration. Simulation is a teaching tool that provides students with the opportunity to experience and reflect upon their responses to real-world clinical encounters in an environment that is safe to them and to patients. The purpose of this pilot study was to investigate the effect of interprofessional simulation on occupational therapy and physical therapy students’ role clarity and perceived readiness for collaborative practice. Method: A mixed methods study design was used with occupational and physical therapy students matriculated in the same college. Two surveys were given to the participants pre- and post-interprofessional simulation: the Readiness for Interprofessional Learning Scale (RIPLS; evaluates student readiness for interprofessional learning) and the Interdisciplinary Education Perception Scale (IEPS; evaluates student perceptions of interprofessional training). Focus groups followed the interprofessional simulation to explore the subjects’ experience. Results: Statistically significant changes were noted in the RIPLS pre-post simulation. Five themes emerged from the focus groups including: students value simulation; students value interprofessional education; interprofessional experience facilitates an understanding of role clarity; teamwork has value and challenges; and, students value providing patient centered care. Conclusion: Simulation is a teaching resource that may prepare occupational therapy and physical therapy students for interprofessional collaboration in patient care. The results of this study can inform interprofessional curricular development for both occupational therapy and physical therapy programs.

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