Identifying and Capitalizing on Interprofessional Teachable Moments: From Classroom to Clinic


Given the development of new interprofessional (IP) collaborative healthcare delivery models, such as Accountable Care organizations (ACO), IP collaborative care skills and competencies are increasingly being integrated into health professions education.1 The 2016 Commission on Accreditation of Physical Therapy Education (CAPTE) standards and elements have now included specific IP competencies. 2 Physical therapy education has an opportunity and obligation to develop authentic interprofessional education and collaboration opportunities for learners to be “collaborative-ready” providers as part of an IP team. Ideally, education programs will incorporate interprofessional education (IPE) initiatives throughout the professional program curriculum. Faculty development in IPE and IP practice is imperative for all faculty who are supervising DPT learners in didactic and/or clinical environments.

Guided by the IPEC competencies and CAPTE mandates, we propose an interactive faculty development session that introduces several novel, but simple and approachable strategies for identifying and capitalizing on interprofessional education and learning opportunities, no matter the learning setting.

Methods and/or Description of Project

The purpose of our faculty development session is to briefly review the core competencies and recent mandates from CAPTE in order to bridge a possible gap between clinical instructors and academicians. The majority of the session will provide participants with opportunities to apply specific and explicit frameworks for identifying and capitalizing on interprofessional education and learning “teachable moments” in both the classroom and clinical environments. We will introduce the Four Forms of Interprofessional Work by Reeves, et al. (networking, coordination, collaboration, and team-based care)3 and explicitly describe evidence-based examples of interprofessional education and learning occurring in physical therapy education programs,4 with a particular focus on the opportunities in the physical therapy clinical education setting. Additionally, we will provide opportunities to practice facilitation5 and debriefing6 strategies when capitalizing on the “teachable moments” in either the clinic or classroom setting. Our goal of the session is to introduce and prepare both academicians and clinical instructors to recognize variations in interprofessional work and to act on these teachable moments. This faculty development session is designed to challenge faculty/clinicians to maximize interprofessional education and learning that might already occur in class and/or clinic or to facilitate the development of new interprofessional learning opportunities where none exist.


This faculty development session will highlight strategies for identifying and capitalizing IP teachable moments. Participants will be able to: describe the CAPTE mandates for IPE, identify Reeves et al., Four Forms of IP Work, and practice using debriefing and faciliation strategies when capitalizing on teachable moments.

Conclusions/Relevance to the conference theme: The Pursuit of Excellence in Physical Therapy Education

The Pursuit of Excellence in Physical Therapy theme implies the importance of education across the continuum for the lifelong learner. Whether an academic or clinical faculty member, our session is designed to provide faculty development across the education continuum for identifying and capitalizing on teachable moments in interprofessional education. We will provide a simple framework for conceptualzing interprofessional work as it pertains to either a classroom or clincal educational setting.


Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, D. C.: Interprofessional Education Collaborative.

Commission on Accreditation in Physical Therapy Education. Standards and Required Elements for Accreditation of Physical Therapist Education Programs.

Reeves S, Lewin S, Espin S, Zwarenstein M. Interprofessional teamwork for health and social care. 2010: Oxford, UK: Wiley-Blackwell.
Wise H, Frost J, Resnik C, Davis B and Iglarsh A. Interprofessional Education: An exploration in physical therapist education. JOPTE. 2015 29(2); 72-80.

Dalhousie University Interprofessional Collaboration in Practice: A Guide for Strengthening Student Learning Experiences. Interprofessional facilitator guide.

Rudolph JW, Simon R, Raemer DB, Eppich W. Debriefing as formative assessment: closing performance gaps in medical education. Academic Emergency Medicine. 2008;15(11):1110-1116. PMID: 18945231

Boise VA Center of Excellence - Resource page for faculty development for IPE. Includes several video clips of challenging IPE scenarios as well as the teamwork rating tool from VA (9 communication behaviors in teams).

Center for Medical Simulations. Retrieved from:

Course Objectives

-Identify the IPEC Core Competencies, CAPTE mandates, and current trends in IPE within physical therapy education.
-Define and describe the four forms of Interprofessional work framework using authentic physical therapy learning examples from both the classroom and the clinic.
-Identify critical elements required for an IP teachable moment (lecture)
-Implement strategies to facilitate and debrief IP learning in real time (trigger tapes/videos, role play)

Instructional Methods

This session offers tangible strategies for faculty to take into the classroom or clinic upon their return home from ELC! Instructional strategies such as interactive small and large group discussions, videotape analysis7, and role-play will be used during our session.

Tentative Outline/Schedule

Intro of Speakers (5 min)

Brief Introduction to IPEC/CAPTE/Current Trends in PT Education: Lecture (10 min)

Introduction to the four forms of IP work: Lecture and small/large group (15 min)
----Crowd brainstorm clinical examples of IP work (small-group/large group)

Case vignettes or Trigger Tape example (small group classroom OR Inpatient rounds) (10 min)
-----How would you define this type of IP work? What would you capitalize on as teaching moments?
-----Pair share/large group

Capitalizing on teachable moments; Advocacy Inquiry Approach to Debriefing8: Lecture (25 min)

Opportunity to debrief using Trigger Tapes and/or personal vignettes from clinic or classroom (20 min)
------Practice debriefing in triads using the Advocacy Inquiry approach

Wrap up (5 min)

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  • Control #: 2526652
  • Type: Educational Session
  • Event/Year: ELC2016
  • Authors: Ms. Amber Fitzsimmons, Beth Davis, Holly Wise, Stephen Jernigan
  • Keywords:

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