Interprofessional Patient Management Competition: A Unique IPE Experience
The purpose of this educational session is to describe an interprofessional education (IPE) experience that uses competition between interprofessional student teams to facilitate collaboration.
Methods and/or Description of Project
Collaboration with interprofessional teams is a necessary skill for physical therapists to possess to be effective in any health care environment. Interprofessional education (IPE) occurs “when students from two or more professions learn about, from and with each other to enable effective collaboration and to improve health outcomes.”1 The Commission on Accreditation in Physical therapist Education (CAPTE) has recognized the importance of IPE and added a new required element that requires PT programs to incorporate IPE learning activities in the curriculum.2
Clinical skills competitions have been described in the literature within a single profession and with interprofessional teams.3-6 The competitions allow students to demonstrate mastery of skills as well as perform the task in a limited time to be representative of clinical practice.
IPE activities should be designed to meet the Interprofessional Education Collaborative (IPEC) core competencies:
-Values/Ethics for Interprofessional Practice
-Teams and Teamwork.7
Interprofessional Patient Management Competition (IPMC) is a yearly event at a university graduate school which incorporates IPEC’s core competencies. Students from the following programs have the opportunity to participate in this event: Dental, Law, Medicine, Nursing, Pharmacy, Physical Therapy, and Social Work. Student champions are identified at each school to recruit their class mates for IPMC. The number of teams fluctuates yearly due the number of students participating from each discipline. Students meet for dinner and informal discussion and then work as a team on a patient case for two hours. Faculty judges from each school score the team documents and the top three teams return for an oral presentation the following week. Faculty judges score each team’s oral presentation to determine the winner.
This model allows students the opportunity to learn about each profession on the team. The students need to collaborate, prioritize the patient’s problems and devise a comprehensive plan of care. Additionally, the best teams will present their plan of care to a panel of judges which is similar to presenting in a team conference in a facility. One limitation of this current model is that only 6-10 PT students are able to participate in this activity yearly as there is one student from each discipline on each team. This activity may be improved by supplementing the paper case with a more interactive model such as simulation. A systematic review has shown that using simulation in IPE experiences can be beneficial for students to learn collaboration in health care teams.8
No standardized outcome measures have been used at this event; however PT students report that the experience was positive and challenging.
Conclusions/Relevance to the conference theme: The Pursuit of Excellence in Physical Therapy Education
Developing meaningful IPE experiences for PT students is a priority and demonstrates the pursuit of excellence in physical therapy education. IPMC encourages collaboration and clinical reasoning which are skills that students will need to be successful in their clinical internships.
1. World Health Organization (WHO). 2010. Framework for action on interprofessional education & collaborative practice. Geneva: World Health Organization. Retrieved April 13, 2016 from http://apps.who.int/iris/bitstream/10665/70185/1/WHO_HRH_HPN_10.3_eng.pdf?ua=1.
2. Commission on Accreditation in Physical Therapy Education. (2015). Standards and required elements for accreditation of physical therapist education programs. Accessed April 13, 2016 from http://www.capteonline.org/AccreditationHandbook/.
3. ASHP’s clinical skills competition: a problem-solving framework. Am J Health-Syst Pharm. 2005; 62: 2236-2238.
4. Daley L. Interprofessional education and the health sciences skills competition at the College of the North Atlantic Qatar. 2012; 48.4; 26-27.
5. Jiang L, Fang D, Luo M. Improving the clinical skills of medical students based on the clinical skills competition. IJEEEE. 2013; 3(4): 344-346.
6. Johnson AW, Potthoff SJ, Carranza L, Swenson HM, Platt CR, Rathbun JR. CLARION: a novel interprofessional approach to health care education. Acad Med. 2006; 81: 252-256.
7. Interprofessional Education Collaborative Panel. (2011) Core competencies for interprofessional collaborative practice; report of an expert panel. Washington, D.C: Interprofessional Education Collaborative. Retrieved April 13, 2016 from https://ipecollaborative.org/uploads/IPEC-Core-Competencies.pdf.
8. Murdoch NL, Bottorff JL, McCullough D. Simulation education approaches to enhance collaborative healthcare: a best practices review. Int J Nursing Educ Scholar. 2013; 10(1): 307-321.
1. Understand IPEC core competencies for interprofessional collaboration
2. Describe the use of a competition model to promote problem-solving and clinical reasoning
3. Compare components of IPMC with the IPEC Core Competencies
IPEC Core Competencies (15 min)
Use of competitions to promote problem solving and clinical reasoning (15 min)
Components and execution of IPMC (45 min)
Questions & Discussion (15 min)