Preparing Students for Interprofessional Collaborative Practice
New CAPTE requirements include standards related to interprofessional education (IPE) and competencies with the expectation that PT educational programs will provide both didactic and clinical experiences that involve students from multiple disciplines. The inclusion of IPE standards represents a significant addition to previous criteria and PT educational programs will be required to meet these new standards by January 1, 2018. Integration of interprofessional learning experiences requires significant commitment from multiple professional programs to ensure that students meet curricular and practice objectives. However, given the wide variety of institutions in which physical therapy is taught, there is no established best method for including IPE. Participants in this session will be provided an overview of the new standards and strategies for faculty development related to IPE. Additionally, participants will be provided a variety of IPE curriculum strategies successfully used in other programs that may be replicated or modified for implementation within their institution.
Methods and/or Description of Project
The session will begin with a review of the six new standards related to the development of competencies in the areas of patient management, communication, patient safety, and collaborative practice1. Participants will then analyze the following instructional methodologies: 1.) High-fidelity simulation, which has been positively associated with improved interpersonal communications skills2 and learner confidence and abilities in critical environments3; 2.) Low fidelity simulation through the utilization of standardized patients4; 3.) service learning utilizing community dwelling elderly participants in their home environment; and 4.) utilization and development of interprofessional quality improvement projects identifying and analyzing fall risk as a health systems example. Participants will then 5.) discuss the logistics associated with interprofessional education; and 6.) discuss clinical education models that have successfully included IP learning criteria. Finally, opportunities for 7.) faculty development will be discussed. Each section will allow time for questions as well as a longer question and answer period at the conclusion of the entire presentation. Longer Q & A is an opportunity to discuss perceived challenges and explore strategies to address.
Participants will understand the new CAPTE requirements related to interprofessional education and the competency expectations to which they will be held. They will have learned 4 methods by which IPE may be integrated into current curricula as well as have an understanding of the logistical requirements for successful integration. Additionally, they will understand the components of successful clinical education models and will have had an opportunity to discuss how integration of IPE may be utilized for faculty development. Upon completion of the presentation participants will have strategies and resources available to assist in program development to successfully meet the new CAPTE IPE criteria.
Conclusions/Relevance to the conference theme: Shaping the Future of Physical Therapy Education
Interprofessional Education (IPE) has been a topic of national and international discussion for several decades. As defined by the World Health Organization (WHO), IPE is when “students from two or more professions learn about, from, and with each other to enable improved health outcomes.”6 IPE has gained momentum and support during the past decade and has been adopted and promoted by many health profession organizations. In 2009, six national organizations representing higher education in dentistry, medicine (allopathic and osteopathic), nursing, pharmacy, and public health formed the Interprofessional Education Collaborative (IPEC) to help advance IPE and promote team-based care.7 In 2011, the collaborative published Core Competencies for Interprofessional Collaborative Practice to help guide health professions curricula development and prepare students to effectively practice teamwork and team-based health care. In 2012, ACAPT joined the Institute of Medicine (IOM) Global Forum on Innovations in Health Professional Education in an effort to increase the role of physical therapy with IPE initiatives. This presentation will help facilitate the physical therapy educational community’s adoption of these important educational objectives.
3. Murray D. Clinical simulation: measuring the efficacy of training. Curr Opin Anaesthesiol. 2005;18(6):645-648. doi:10.1097/01.aco.0000188419.77140.1a.
5. Hall LW and Zierler BK.Interprofessional Education and Practice Guide No. 1; Developing faculty to effectively facilitate interprofessional education. J Inter Prof Care. 2015; 29(1) 3-7.
6. Institute of Medicine (IOM). Educating for the Health Team. Washington, DC: National Academy of Sciences; 1972.
7. Wise HH, Frost JS, Resnik CR, Davis BP, Iglarsh ZA, Interprofessional Education: An Exploration in Physical Therapist Education. JPTE. 2015;29(2) 72-80.
1. Utilizing high fidelity simulation, low fidelity simulation, service learning, and quality improvement projects as instructional methods of interprofessional and collaborative practice.
2. Identify the logistical requirements of successful IPE
3. Identify successful clinical education models for IPE
4. Identify opportunities for faculty development utilizing interprofessional and collaborative practice.
5. Collaborate on strategies for successful implementation at home institution.
Lecture followed by question and answer.
Introduction and review of CAPTE requirements - 5 minutes
High fidelity simulation - 10 minutes
Low fidelity simulation - 10 minutes
Quality improvement - 10 minutes
Service learning - 10 minutes
Clinical education models - 15 minutes
Faculty development opportunities - 10 minutes
Questions, collaboration, and discussion - 20 minutes