This course discusses current issues in the development and implementation interprofessional education (IPE) and clinical decision-making in varied clinical settings. We will bring forward strategies to assist in the development of clinical instructors’ knowledge and skills related to teaching and facilitating interprofessional collaboration and practice during PT and PTA student clinical rotations.
Methods and/or Description of Project
Interprofessional education (IPE) and collaborative practice is currently a significant focus in healthcare environments and professional health care programs for a several reasons. Improvements in patient safety have been closely tied to interprofessional practice with increased collaboration, clinical decision-making, and communication among health care professionals as a central focus. Quality improvement efforts in the clinical and educational settings have also alluded to or included components of IPE. From a physical therapy accreditation aspect, the new CAPTE criterion on IPE implies that all physical therapy programs will have increased accountability for ensuring that IPE is a component in both the clinical and didactic curriculum, effective in 2018.
Despite the increasing focus on IPE, few attempts have been made to pursue IPE in healthcare clinical settings and solid examples of effective collaborative care are not universally present. Evidence of apprehension of clinical faculty on teaching and facilitating IPE have been documented and have been linked to limited training or absence of formal continuing education on IPE. The speakers will provide an overview of IPE concepts specific to clinical education, discuss the relevance of IPE in clinical education, facilitate the discussion on potential teaching and learning strategies to better incorporate IPE activities into student clinical experiences and engage clinical decision-decision-making with consideration of other health care professions, and assist clinical instructors on an implementation plan to engage in collaborative learning activities during clinical rotations.
The course introduces the participants to current issues in the development and implementation of interprofessional education (IPE) and clinical decision-making in the clinical setting. At the conclusion of the course, the participant is expected to be able:
- to reflect on the relevance of interprofessional education and collaboration in clinical education and practice;
- to state relevance of IPE to physical therapist clinical decision-making and clinical practice; and
- to generate potential teaching and learning strategies to incorporate IPE and engage clinical decision-decision-making with consideration of other health care professions.
Conclusions/Relevance to the conference theme: Through the Looking Glass: Transforming Physical Therapy Education
This course strongly relates to the ELC 2017 theme of “Transforming Physical Therapy Education”, specifically to strengthening clinical reasoning and interprofessional skills during internships. Clinical rotations are highly impactful for students and their development as professionals. Clinical instructors who are knowledgeable on IPE, who can reinforce the importance of interprofessional collaboration and practice, and facilitate skills and discussion in interprofessional collaboration & clinical decision-making are essential to the forward progression of our profession in the IPE movement.
1. Veerapen, K. & Purkis, M. E. (2014). Implications of early workplace experiences on continuing interprofessional education for physicians and nurses. Journal of Interprofessional Care, 28(3), 218-225.
2. Hall, L. W. & Zierler, B. K. (2015). Interprofessional education and practice guide no.1: Developing faculty to effectively facilitate interprofessional education. Journal of Interprofessional Care, 29(1), 3-7.
3. Kitto, S., Goldman, J., Schmitt, M. H. & Olson, C. A. (2014). Examining the intersections between continuing education, interprofessional education and workplace learning. Journal of Interprofessional Care, 28(3), 183-185.
4. Institute of Medicine [IOM]. (2013). Interprofessional education for collaboration: Learning how to improve health from interprofessional models across the continuum of education to practice: Workshop summary. Washington, DC: The National Academies Press.
5. Cuff, P. A. (2013). Interprofessional education for collaboration: Learning how to improve health from interprofessional models across the continuum of education to practice. Washington, D.C.: The National Academies Press.
6. Brashers, V., Owen, J., Blackhall, L., Erickson, J., & Peterson, C. (2012). A program design for full integration and assessment of clinically relevant interprofessional education into the clinical/clerkship year for nursing and medical students. Journal of Interprofessional Care, 26, 242-244.
7. Recker-Hughes, C.; Wetherbee, E.; Buccieri, K. M.; Fitzpatrick Timmerberg, J., & Stolfi, A. M. (2014). Essential characteristics of quality clinical education experiences: Standards to facilitate student learning. Journal of Physical Therapy Education 28(1b), 48-55.
Upon completion of the course, the participant will be able to:
1. Describe interprofessional education (IPE) and collaborative practice
2. Discuss the four Interprofessional Education Collaborative (IPEC) Core Competencies and how each of the domains relate to interprofessional practice
3. Describe the relevance of IPE to physical therapist clinical decision-making and clinical practice
4. Discuss the relationship of teaching and learning theory to clinical education
5. Present strategies to incorporate IPE into student clinical experiences
lecture, small group discussion, question and answer, polling
15 minutes: Introduction to Interprofessional Education (IPE): What is it?
10 minutes: The value/benefits of IPE
10 minutes: Challenges with IPE Implementation in the Clinical Setting: The Evidence
10 minutes: Teaching and learning theory and practice in clinical education
10 minutes: Interprofessional Education Collaborative (IPEC) Core Competencies: Application to Clinical Practice
20 minutes: Strategies for incorporating IPE into clinical rotations
Development of ideas for clinical instructors specific to practice environment
15 minutes: Summary; Question and Answer