Utilization of integrated clinical education experiences to foster interprofessional education in a clinical setting
Purpose
The purpose of this educational session is to examine components of a physical therapy education curriculum that can be utilized to foster learning through interprofessional education and directly translated into clinical settings.
Methods and/or Description of Project
This presentation will explore the power of collaboration between various entities of healthcare universities to foster learning in an interprofessional environment in clinical settings. The presenters will examine core components of traditional physical therapy education that can be translated into a clinical environment in collaboration with students and faculty from other healthcare disciplines as well as community partners. Attendees will learn to develop and maintain mutually beneficial partnerships to enhance clinical learning and patient care while also cultivating research initiatives and community service endeavors. Strategies for engagement of all entities will address all ages across diverse community and clinical settings. Special attention will be devoted to the utilization of integrated clinical experiences embedded throughout a PT curriculum that involve an array of other professions such as speech language pathology, medicine, nursing, pharmacy, and social work. The main focus of all experiences will be on opportunity for blending interprofessional learning and team-based clinical practice. The presentation will conclude with a discussion with attendees focused on problem solving and planning of activities to ensure continues focus and integration into physical therapy curriculum to meet the needs of students as well as community providers.
Results/Outcomes
Attendees of this session will learn the following:
Importance of interprofessional education and team-based clinical care
Evidence supporting IPE and gaps in literature identifying the need for clinical integration of learned activities
Means of implementation of integrated clinical experiences that involve components of interprofessional education that are delivered in a clinical environment
Mechanisms for assessment of learning of interprofessional education
Partnership strategies to ensure continuous success and benefit to all entities
Conclusions/Relevance to the conference theme: The Pursuit of Excellence in Physical Therapy Education
This educational session is directly aligned with two of the conference’s major themes – “Fostering Clinical Reasoning: Classroom to Clinic to Residency,” and “Instructional Strategies for the Classroom and Clinic.” Interprofessional education is viewed as a contemporary instructional strategy for numerous health and medical disciplines. Recent evidence and publications from the Institute of Medicine, however, suggest that the learning is not being translated well enough into clinical practice through integration into actual patient care. This stated deficit is the major aim and focal point of this presentation. The major emphasis of this education session will be development and implementation of IPE that occurs in the clinical setting through partnered integrated clinical experiences addressing interdisciplinary patient care.
References
Bronstein, L. R., Anderson, E., Terwilliger, S.H., & Sager, K. (2012). Evaluating a model of school-based health and social services: An interdisciplinary community-university collaboration. Children & Schools, 34, 155-165.
Institute of Medicine. (2015). Measuring the impact of interprofessional education on collaborative practice and patient outcomes. Washington, DC: The National Academies Press.
Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, D.C.: Interprofessional Education Collaborative.
Jette, D., Nelson, L., Palaima, M., & Wetherbee, E. (2014). How do we improve quality in clinical education? Examination of structures, processes, and outcomes. Journal of Physical Therapy Education, 28, 6-12.
Luque, J. S., & Castaneda, H. (2013). Delivery of mobile clinic services to migrant and seasonal farmworkers: A review of practice models for community-academic partnerships. Journal of Community Health, 38, 397- 407.
Sheldon, M., Cavanaugh, J. T., Croninger, W., Osgood, W., Robnett, R., Seigle, J., & Simonsen, L. (2014). Preparing rehabilitation healthcare providers in the 21st century: Implementation of interprofessional education through an academic-clinical site partnership. Work, 41, 269-275.
Swenty, C. L., Schaar, G. L., & Butler, R. M. (2016). An academic-VA partnership: Student interprofessional teams integrated with VA PACT teams. Nurse Education Today, epub ahead of print doi:10.1016/j.nedt.2016.01.030.
World Health Organization study group on Interprofessional Education and Collaborative Practice. (2010) Framework for action on interprofessional education and collaborative practice. Geneva, Switzerland: World Health Organization Press.
Course Objectives
Upon completion of this course, you will be able to:
Assess organizational strengths, weaknesses, barriers, and resources to successfully implement effective interprofessional partnerships.
Identify opportunities for interprofessional partnership and clinical opportunities for integrated experiences
Examine community needs to design interprofessional programing and integrated clinical experiences.
Discuss strategies for developing a successful collaboration between community partners and academic institutions.
Identify evaluation and assessment tools for investigating the impact and learning outcomes from these collaborative initiatives.
Develop strategies for implementation of partnership activities between university constituents from varied disciplines, and community / clinical partners.
Instructional Methods
Lecture / presentation, small group discussion
Tentative Outline/Schedule
Overview of interprofessional education 15 minutes
IPE evidence and gaps in literature
Integrated clinical experiences10 minutes
Support for integrated experiences
Discussion of Current IPE and ICE Practices (facilitated with audience)15 minutes
Integration of curriculum with IPE & ICE in clinical setting30 minutes
Diversifying experiences:
Lifespan approach – pediatrics, geriatrics,
Clinical Settings
Formal IPE Curricular Threads15 minutes
Community partner perspectives15 minutes
Benefit
Institutional supports
Multi-discipline involvement
Implementation, Evaluation, and Problem Solving Discussion (facilitated with audience)