Growing and Blending Leadership Skills in Interprofessional Education through Interprofessional Pro Bono Clinics and Community Engagement
Purpose: The purpose of this session is to describe four examples of DPT students leading and growing in interprofessional collaborations and understandings through their work in interprofessional clinics and community engagement designed to serve the needs of underserved community members.Methods and/or Description of Project: Interprofessional education (IPE) is on every health care educator’s radar screen because of accreditation standards as well as the need to reduce patient care errors and improve coordination of health care services. The literature supports the value of IPE experiences for students; yet, educators face a challenge of finding ways to effectively transition IPE from the classroom to the point of practice. Student-led pro bono services have leadership opportunities that provide a platform to help make the experiential transition more seamless by providing opportunities for students to learn from, with, and about other health care professions at the point of practice. Pro bono clinics do not have many of the market-restrictions imposed by the insurance industry or other regulatory requirements yet are able to comply with the legal requirements for practice. This presentation will provide four examples of inclusion strategies for integrating IPE into Physical Therapy pro bono services, community engagement and interprofessional collaborative practice (IPECP). The presentation will also discuss how programs have integrated IPE into curricula and community initiatives to afford students experiences that are meaningful and meet the needs of IPE curricular criteria while empowering physical therapy students to take on leadership roles in the interprofessional world.Results/Outcomes: We will present student outcomes for each of the four examples including: 1. Operational vs conceptual knowledge of the importance of interprofessional practice to enhance client experiences and care outcomes. 2. Ability to articulate, through real experiences, the value of interprofessional collaboration as it relates to client outcomes and the students’ education. 3. Professional and personal growth including leadership and administration skills 4. Evidence of positive responses to challenges through collaborative processesConclusions/Relevance to the conference theme: Our Leadership Landscape: Perspectives from the Ground Level to 30,000 Feet: This presentation is directly relevant to the theme “Blending Leadership in Interprofessional Education” as the DPT students in all four examples serve as leaders in their respective interprofessional pro bono clinic endeavors and facilitate student leadership development during involvement in pro bono and community activities.References: 1. Palombaro KM, Dole RL, Lattanzi (Black) J. A case report of a student-led pro bono clinic: a proposed model for meeting student and community needs in a sustainable manner. Phys Ther. 2011:91(11);1627-1635. 2. Wang T, Bhakta H. A new model for interprofessional collaboration at a student-run free clinic. J Interprofessional Care. 2013;27:339-340. 3. Moskowitz D, Glasco J, Johnson B, Wang G. Students in the community: an interprofessional student-run free clinic. J Interprof Care. 2006;20(3):254-259. 4. Farlow JL, Goodwin C, Sevilla J. Interprofessional education through service-learning: lessons from a student-led free clinic. J Interprof Care. 2015;29(3):263-264. 5. Seif G, Coker-Bolt P, Kraft S, Gonsalves W, Simpson K, Johnson E. The development of clinical reasoning and interprofessional behaviors: service-learning at a student-run free clinic. J Interprof Care. 2014;28(6):559-564.Course Objectives: At the end of the presentation, attendees will be able to: 1. Develop strategies for utilizing available or developing pro bono physical therapy and community engagement services to foster leadership and interprofessional collaboration. 2. Identify strategies to help students facilitate interprofessional communication to accomplish IPECP. 3. Develop strategies for students to identify relevant and appropriate contributions of other professions to meet the needs of clients seen in pro bono physical therapy centers. 4. Discuss the implications of differences in curricula, program structure and expectations and academic calendars 5. Discuss strategies to assist students with assuming leadership roles in an interprofessional team to facilitate care in a student run pro bono clinic.Instructional Methods: Lecture, Discussion, Q & ATentative Outline/Schedule: 20 minutes: Introduction and overview of the growth and expectations of Interprofessional Experiences within physical therapy education and an example from Temple University 20 minutes: Presentation of a student-run pro bono clinic integrating medical students on their neurology clerkship into the Therapy Neurology clinic night by including them into grand rounds, creating a pre-post lesson, and completing an in clinic activity to encourage engagement. 20 minutes: Presentation of initiatives to integrate interprofessional involvement in community engagement groups (adaptive gymnastics, balance and falls prevention, walking and activity promotion and a physical therapy pro-bono clinic) with occupational therapy, dentistry, pharmacy and medical practitioners. Communication and referral pathways with the medical pro bono clinic network involving physical therapy student liaisons will be discussed. 20 minutes: Presentation of a student-run pro bono clinic integrating physical therapy, occupational therapy, and psychology services with interprofessional education curricular connections with Grand Rounds and case conferencing. 10 minutes: Panel Discussion