Over the last decade, the importance and focus on interprofessional (IP) practice and education has grown. Pre-clinical IP education has improved, but the current state of IP collaboration in clinical settings is largely unexplored. Faculty at MUSC created a self-directed IP Outcome Tool which is a requirement for Occupational Therapy (OT) and Physical Therapy (PT) students to complete during clinical practicums. The tool collects data regarding care setting, health care providers the student interacts with, context of the interactions, patient outcomes and students reflect on the value and extent of the IP collaborations.
Analysis of data will inform pre-clinical education and guide current IP collaborative practice for students and clinical instructors at clinical practicum sites.
Data tracked by PT and OT students’ collected for 4 years were qualitatively analyzed using corpus and rhetorical analyses from the fields of linguistics and rhetoric (Swales, 1990; Scott, 1997, 2000, 2006; Scott & Tribble, 2006; Stubbs, 2007; Biber, Conrad & Cortes, 2003). Quantitative data were analyzed to determine which health profession team members the students interacted with, as well as the context of those interactions.
Over 1000 student data of IP interactions and reflections were reviewed. IP collaborations occurred during case conferences, discharge planning meetings, phone calls, electronic communication, and other in-person meetings. The greatest variety and frequency of IP collaborations occurred during inpatient acute care and inpatient rehabilitation settings. Student reflections indicated collaborations with other professions clarified patient needs otherwise unknown.
Conclusions/Relevance to the conference theme: The Pursuit of Excellence in Physical Therapy Education
Data are currently being analyzed, final results and conclusions will be completed July 2016.This project has direct relevance to outcome assessment in physical therapy education, specifically in the clinical education arena. Patterns and scope of IP team membership at hospitals, rehabilitation centers, schools, outpatient centers and more will be identified.
Blue, A. V., Mitcham, M., Smith, T., Raymond, J., & Greenberg, R. (2010). Changing the future of health professions: Embedding interprofessional education within an academic health center. Academic Medicine, 85, 1-6.
Blue, A. V., Zoller, J., Stratton, T.D., Elam, C. L., & Gilbert, J. (2010). Interprofessional education in U.S. medical schools. Journal of Interprofessional Care, 24, 204-206.
Curran, V., Casimiro, L., Banfield, V., Hall, P., Lackie, K., Simmons, B., et al. (2009). Research for interprofessional competency-based evaluation (RICE). Journal of Interprofessional Care, 23, 297-300.
D’Amour, D. & Oandasan, I. (2005). Interprofessionality as the field of interprofessional practice and interprofessional education: An emerging concept. Journal of Interprofessional Care, 19 (Supplement 1), 8-20.
Medical University of South Carolina. (2007, February). Creating Collaborative Care (C3): A Quality Enhancement Plan (QEP). Charleston, SC
Thistlethwaite, J. & Moran, M. on behalf of the World Health Organization Study Group on Interprofessional Education and Collaborative Practice (2010). Learning outcomes for interprofessional education (IPE): Literature review and synthesis. Journal of Interprofessional Care, 24, 503-513.