PURPOSE: The purpose of this session for educators is to discuss an interactive alternative approach for teaching OT and PT students in an interprofessional hybrid course. In addition the presenters will describe the adaptive design project and how to incorporate the project into a level 2 course.
Methods and/or Description of Project
Methods/Description of Project: Health care educational programs across the country are interpreting the mandate to incorporate interprofessionalism and collaborative practice into their programs in creative ways. A report released in May 2011 by an expert panel of nurses, pharmacists and physicians has recommended that interprofessional collaboration is the key to safe practice that is patient centered, accessible, and maintains a high quality of care. In addition, CAPT has included a new standard (6F) related to interprofessional education (IPE) and collaborative practice. The educational mission of the new College of Health Sciences in Virginia is to prepare graduates including DPT, OTD and MPA to become compassionate, evidence based professionals who can demonstrate effective interprofessional and collaborative practice for optimal client care. The presenters intend to discuss the creation of a hybrid interprofessional pediatric course for graduate OT and PT students that supports the development of collaborative practice with pediatric clients while still allowing each discipline to develop the skills required for their own professional identities. In addition the presenters will describe the adaptive design project assigned to the interprofessional team of PT and OT students that provided them with a “hands on” learning experience with children who have special needs in the community. The session will allow attendees to experience the creation of a simple design in a team and experience the challenges faced when learning an unfamiliar task.
Results/Outcomes: Attendees of the session will gain a different perspective on developing a hybrid approach to IPE for a pediatrics course as compared to the traditional model of IPE that incorporates cooperative, experiential and transformative learning. This constructivist approach to learning will be discussed in the context of the cardboard design project utilized to facilitate skills acquisition for entry level pediatric practitioners. The session will allow for an open discussion of the challenges and benefits of a hybrid interprofessional course as contrasted with the traditional model of an interprofessional courses. In addition, attendees will garner basic how-to skills in the design and development of a cardboard adaptive device. Various resources related to interprofessional education and affordable adaptive devices will also be provided. Attendees will then be able to reflect on courses and available resources in their own programs in order to pursue opportunities to find creative ways to incorporate interprofessional learning with practical hands-on skill development as an approach for preparing a student for clinical practice.
Conclusions/Relevance to the conference theme: The Pursuit of Excellence in Physical Therapy Education
Conclusions/Relevance to the conference theme: Pursuit of Excellence in Physical Therapy Education: Instructional Strategies for the Classroom and Clinc is the year’s theme for conference. Exploration of innovative ways to incorporate interprofessionalism and developing the skills needed to transition from classroom to clinic is important for health care students. Embedding a cardboard activity into the pediatric course allows students to practice the clinical components of evaluation, examination and interviewing pediatric clients and their families while working collaboratively to produce an assistive device that will increase the a child’s quality of life and participation. Many physical therapy students never have the opportunity to construct an assistive device and lack the skills necessary to complete this task. Participants in the session will be able to experience the challenges of learning a new skill as they construct a simple box in a team. In addition they will be able to take away the pros and cons of teaching pediatric skills in a new hybrid format, ideas for how to set up a workshop for constructing an assistive device out, and suggestions for designing a collaborative model that fosters excellence in students to prepare them for real world practice. Collaboration of professions while in school increases the likelihood that they will continue that positive interaction once they graduate.
Bridges DR, Davidson RA, Odegard PS, Maki IV, & Tomkowiak J. interprofessional collaboration: three best practice models of interprofessional education. Med Ed online. 2011; 16: 6035-DOI: 10.3402/meo.v16i0.6035.
Campbell M, Truesdell A. Creative constructions: technologies that make adaptive design accessible, affordable, inclusive and fun. Campbell and Truesdell, NYC NY. 2000.
Cappiello JD, Joy J, Smith P, Orgren RA. The SEARCH project: acquainting students in the health professions with interprofessional care. J Allied Health. 2015; 44(2):91-95.
Grapczynski CA, Schuurman S, Booth AD, Bambini D, Beel-Bates C. The integrated model for interprofessional education. A design for preparing health professions’ students to work in interprofessional teams. J Allied Health. 2015; 44(2):108-114.
Greenfield B, Musolino GM. Technology in rehabilitation: ethical and curricular implications for physical therapist education. J of Phys Ther Educ. 2012; 26(2): 81-90.
McManus BM, Prosser LA, Ganotti ME. Which children are not getting their needs for therapy or mobility aids met? Data from the 2009-2010 national survey of children with special health care needs. Phys. Ther. 2016; 96:222-231.
Sergeant J. Theories to aid understanding and implementation of interprofessional education. J of Cont Educ in the Health Professions. 2009; 29(3):178-184.
Interprofessional Collaborative Expert Panel. (2011). Core Competencies for interprofessional collaborative practice: Report of an expert panel. Washington, DC: Interprofessional Education Collaboration.
At the completion of this session the learner will be able to:
Describe the interprofessional skills that students will acquire through group learning activities in a hybrid pediatric course
Understand the process of collaboration and apply problem solving techniques to begin assessment of an individual’s assistive technology needs
List the components required for planning a semester-long interprofessional project that designs an adaptive device constructed from cardboard for a child with an impairment
Apply task analysis skills to plan and construct a simple box from cardboard
Discuss the challenges and benefits of a semester-long interprofessional project that incorporates hands-on techniques with more traditional IPE approaches
Instructional Methods: The 1.5 hour session will be a combination of lecture with PowerPoint, large and small group discussion, 1 small group activity to apply teamwork skills in order to construct a box with materials provided, and sharing of resources and experiences from the presenters and the attendees.
Learning Methods: Pre and Post-test, large and small group discussion, practical application of constructing a box in small group
Keywords: Interprofessional education, collaborative pediatric practice
Session Level: Intermediate
Welcome and Introduction
Pre-assessment test of construction skills
Why Interprofessional Education is important in health care graduate schools
History of Interprofessional Education at ________
Institution/Program Missions and Vision
Outcome goals for professional learning in Pediatrics
Setting up a collaborative design project for OT/PT doctoral students
Developing skills that include the following:
Assessment of child’s cognitive, motor and neurological status
Interviewing families about needs of child and of the family
Functional outcome goals that includes use of assistive technology
Design and build of a product from cardboard
5 minute Break
Draw teams to build box from material and instructions provided
Assessment of project and team process: what went well, what could have happened to improve project
Lessons learned from embedding and interprofessional construction project into a Pediatric course; resources needed for setting up cardboard construction projects
Wrap up and discussion; post-assessment test