This presentation shows how to operationalize the integration of IPE with CP. It will describe a series of ongoing educational and clinical initiatives on our graduate professional school campus that have and continue to contribute to student learning and practice. It will highlight the value (with deliverables) of having participation of faculty and students from a broad range of disciplines (health AND human services) and how these collaborations and experiences set the stage for enhanced participation in local, regional, and international communities.
Methods and/or Description of Project
Demonstrating the ELC theme of “Innovations in teaching and learning in PT education,” this presentation describes a series of ongoing initiatives that have and continue to contribute to student learning. With specific examples from campus faculty and clinical colleagues, we will consider pros/cons, lessons learned, and how to move forward with many potentially workable strategies in the education and clinical settings. Session participants will brainstorm on key ideas that will be used in the development of implementation recommendations, a menu of options and steps to integrate them within existing structures and settings. Important to this presentation is the integration of many factors including directives, mandates, and desires from professional organizations, educational communities, accreditation bodies, workforce, and population needs. Unique to this presentation will be the “marrying” of global with local activities, educational with clinical initiatives, outcome research with population health, and educational endeavors that provide the umbrella that will demonstrate a multi-pronged “pairing” of education, research, interprofessional collaboration, cultural competence development, and outcomes. Speakers will represent several professional disciplines, both educational and clinical.
Following the presentation of several examples from our campus, session participants will brainstorm on key ideas that will be used in the development of implementation recommendations, a menu of options, and steps to integrate them within existing structures and settings. Sharing of experiences and ideas from session participants will enrich the session value and broaden the conversation on a critical topic of importance to multiple stakeholders. Of particular interest to participants may come from discussions relevant to breaking down barriers to the acceptance and priorities given to this topic as well as how to integrate the ideas and information into educational and clinical practice. These outcomes highlight "options" relevant to what has worked and has not worked. No one seems to have all of the answers!
Conclusions/Relevance to the conference theme: Shaping the Future of Physical Therapy Education
Demonstrating the ELC theme (Shaping the future of physical therapy education), this session particularly supports one of the conference topics, “Innovations in teaching and learning in PT education.” It is relevant to not only current discussions in academia but in many aspects of healthcare practice because of the national and international imperatives to provide services that are safe, cost-effective, and efficient. While interprofessional education is not the entire answer to healthcare disparities, dilemmas, and needs, it has been supported in multiple arenas with an emerging base in the published literature, cost/benefit analyses, safety data, and other venues.
1. APTA: http://www.apta.org/Educators/Curriculum/Interprofessional
2. CAIPE: Principles of Interprofessional Education: http://caipe.org.uk/resources/principles-of-interprofessional-education/?keywords=principles+of+interprofessional+education
3. Clinical practice guidelines (National Guidelines Clearinghouse – Agency for healthcare research and quality): http://www.guideline.gov/
4. Frenk J, Chen L, Bhutta A, Cohen J, Crisp N, Evans T, Zurayk H. Health professionals for a new century: Transforming education to strengthen health systems in an interdependent world. The Lancet. 2010;376(9456):1923-58.
5. Guide to Physical Therapist Practice: http://iweb.apta.org/Purchase/ProductDetail.aspx?product_code=P-170
6. ICF: http://www.who.int/hrh/news/2014/hrh_icf_framework/en
7. International Professionalism Collaborative: http://interprofessionalprofessionalism.weebly.com
8. IOM: http://www.iom.edu/Reports/2003/health-professions-education-a-bridge-to-quality.aspx
9. Interprofessional Education Collaborative (IPEC): Core competencies for interprofessional collaborative practice: https://www.aamc.org/download/186750/data/core_competencies.pdf
10. Loveridge J, Demb A. Faculty perceptions of key factors in interprofessional education. J Interprof Care. 2014;15:1-7.
11. Pecukonis E, Doyle O, Bliss DL. Reducing barriers to interprofessional training: Promoting interprofessional cultural competence. J Interpro Care.2008;22(4):417-28.
12. Weiss D, Tilin F, Morgan M. The interprofessional health care team. 2014. Jones & Bartlett, Burlington: MA.
13. WHO Framework for action on collaborative practice: http://whqlibdoc.who.int/hq/2010/WHO_HRH_HPN_10.3_eng.pdf
14. Wilson L, Somerall D, Theus L, Rankin S, Ngoma C, Chimwaza A. Enhancing global health and education in Malawi, Zambia, and the United States through an interprofessional global health exchange program. Appl Nurs Res. 2014;27:97-103.
1. Understand the background and imperatives for IPE and CP
2. Review examples of IPE and CP engagement activities
3. Determine the benefits of IPE’s role in preparing professional students for CP upon graduation
4. Identify barriers that might inhibit the development of IPE and CP models
5. Identify benefits and costs associated with IPE and CP implementation
6. Develop strategies for promoting IPE and CP engagement in the academic or clinical setting
1. Pre/post test (with answers)
2. Speaker presentations with demonstrations
3. Participant idea sharing with structured brainstorming actvities
4. Summary and planning suggestions (Parting messages)
Here is a 90-minute schedule. However, we kindly request 120 minutes, if possible, since that additional time will give us an opportunity to have more session participant input with breakouts.
1. Introduction (Overview of session, learning objectives, pre-test) 10 minutes
2. IPE basics & highlights (literature, frameworks, video example, feedback from faculty/students/clients) 10 minutes
3. Review of specific campus IPE activities: 30 minutes; participants are from PT and other professional School faculty/students, and clinical colleagues
4. Analysis of pros/cons, outcomes, and lessons learned: 10 minutes
5. Open sharing of participant experiences: 15 minutes
6. Wrap up: summary and planning suggestions – 10 minutes
7. Post-test answers – 5 minutes