Educational institutions will need to work closely with their clinical education sites to facilitate incorporation and measurement of the new CAPTE standards related to interprofessional and collaborative practice (IPE). The new standards present significant challenges and opportunities for these partnerships, whose goal is to enhance patient outcomes through interprofessional communication and collaboration. The purpose of this presentation is to provide examples of objectives and outcome measurement tools that would meet the goals of both patient-centered care provision and the new CAPTE standards.
Methods and/or Description of Project
Documents fundamental to entry-level physical therapist education were cross-referenced for congruency of IPE standards and outcome measurement. The new CAPTE standards related to IPE were identified and then categorized as didactic or clinical. Standardized clinical performance measurement tools used on clinical internships or full-time clinical experiences were reviewed for compatibility and readiness to meet IPE standards. IPEC Core Competency domains and the PT-MACS criteria were analyzed for supplemental strategies to guide academic programs and clinical instructors with meeting CAPTE standards and preparing graduates for interprofessional collaborative practice.
Modeled after core documents and tools currently in use, a student assessment tool was created for use by academic and clinical faculty to ensure that the new CAPTE IPE criteria are being assessed in clinical settings. Additionally, current outcome measurement tools that reflect IPE and IPP core competencies have been identified and outlined for easy adoption by clinical instructors to ensure that students are meeting these new standards. A model for specific student objectives and examples of clinical interprofessional learning opportunities across a broad variety of settings will be presented.
Conclusions/Relevance to the conference theme: The Pursuit of Excellence in Physical Therapy Education
Interprofessional education, both didactic and clinical, is an expectation of physical therapist and physical therapist assistant education. The increased emphasis on IPE in the new Standards will require that clinical preceptors be educated regarding these new expectations and that measurement tools will be readily available. This presentation will provide participants with examples of objectives, measurement tools, and steps needed to implement clinical experiences that will enable educational programs to meet the new IPE standards.
1. Commission on Accreditation in Physical Therapy Education. Standards and Required Elements for Accreditation of Physical Therapist Education Programs. http://www.capteonline.org/uploadedFiles/CAPTEorg/About_CAPTE/Resources/Accreditation_Handbook/CAPTE_PTStandardsEvidence.pdf Accessed: March 1, 2016.
2. Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, D. C.: Interprofessional Education Collaborative.
3. Physical Therapist Manual for the Assessment of Clinical Skills, 2nd Ed. Austin, TX: Tesas Consortium for Physical Therapy Education and Research Foundation; 2015.
4. Physical Therapy Student Evaluation: American Physical Therapy Association, Department of Physical Therapy Education, Alexandria, VA, 2003.
5. 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.
6. World Health Organization (WHO). (2010). Framework for action on interprofessional education and collaborative practice. Geneva: World Health Organization.
1. Summarize the CAPTE IPE standards and their relationship to the IPEC core competencies
2. Explain the value of incorporating the core competencies to promote clinical excellence to clinical partners
3. Design IP activities for their students’ use in the clinic based upon the core competencies
4. Identify instructional strategies to prepare students and academic and clinical faculty for integration of IPE into the clinical setting
Lecture and large group discussion
1. Introduction – IPE & collaborative practice definition and goals, Triple Aim and quality outcome measures
2. Review of IPEC core competencies and examples from each domain
3. CAPTE standards review
4. Examples of objectives and specific outcome assessments which relate directly to new CAPTE core requirements and that can be utilized by the clinical instructor and academic institutions
5. Examples of instructional strategies for the clinician that would meet standards and proposed objectives in a variety of clinical settings.
6. Steps that need to occur before implementing clinical opportunities (e.g. common language, CPI, Faculty/CI development)
7. Integrating the clinical instructor community (e.g. CI training course, etc.)