Interprofessional Learning within Health Profession Education: A Simulation Model
Purpose: This presentation examines the process of using evidence to develop, implement, and support an experience designed to cultivate teaching methods and student learning in interprofessional (IP) education. The programs in this experience, OT, PT, and SLP, are required by departmental objectives and by accreditation standards to include IPE experiences in their curricula. While knowledge and skills in IP practice are important for health professions students, the practicality of adding this component to content heavy courses within time constraints and curriculum parameters is challenging, especially across three programs at two academic institutions. This project addresses select IPE sub-components utilizing experiences housed within existing courses from each program to best meet IPE and course objectives.Methods/Description: Graduate students in PT, OT and SLP participated in IP education experiences to foster collaborative and leadership roles related to the Interprofessional Education Collaborative (IPEC) Core Competencies. The experiences took place within existing classes; second year PT and OT students through neurorehab. courses, and first year SLP students through a neurogenic language disorders course. Emphasis was on the following IPEC competencies: Values/Ethics, Roles/Responsibilities, Interprofessional Communication, and Team and Teamwork. In a series of guided activities, students jointly prepared both discipline-specific and IP assessments and treatment plans for two neurogenic patient cases. Online and in-person meetings were used to develop team goals, treatment approaches, and discharge plans. Additional planning occurred within existing classes for each student group. In a joint laboratory session, students alternated leadership roles in presenting and practicing the exams and interventions, with other members of the team portraying the patient cases.Results/Outcomes: Quantitative and qualitative data about student perspectives on IP education and practice was gathered using pre- and post-experience surveys, reflections and discussion. Based on these results, changes were made to the process for a second iteration of the experience. Outcomes indicate that this process does contribute to student recognition of the benefits and barriers of IP patient care, to student learning outcomes for the specific courses, and toward competency of the identified IPE categories.Conclusions/Relevance to the conference theme: Our Leadership Landscape: Perspectives from the Ground Level to 30,000 Feet: The amount of content in health profession curricula makes it difficult to add meaningful IPE content. In this experience IPE content was imbedded in courses from multiple health profession programs, reflecting a realistic therapy team for the identified diagnostic group. This simulation IPE model was successful in meeting the objectives of the courses, IPE content, and faculty leadership for collaboration. It is presented to healthcare educators as a method to meet multiple curricular objectives while promoting the vision of competent, collaborative professionals prepared for the current healthcare climate.References: References: Diane R., B., Richard A., D., Peggy Soule, O., Ian V., M., & John, T. (2011). Interprofessional collaboration: three best practice models of interprofessional education. Medical Education Online, Vol 16, Iss 0, Pp 1-10 (2011), (0), 1. doi:10.3402/meo.v16i0.6035 Hall, L. W., & Zierler, B. K. (2014). Interprofessional Education and Practice Guide No. 1: Developing faculty to effectively facilitate interprofessional education. Journal of Interprofessional Care, 29(1), 3-7.doi:10.3109/13561820.2014.937483 Interprofessional Education Collaborative. (2016). Core competencies for interprofessional collaborative practice: 2016 update. Washington, DC: Interprofessional Education Collaborative. Lumague, M., Morgan, A., Mak, D., Hanna, M., Kwong, J., Cameron, C., . . . Sinclair, L. (2006). Interprofessional Education: The Student Perspective. Journal of Interprofessional Care, 20(3), 246-253. doi:10.1080/13561820600717891 Mcfadyen, A. K., Webster, V. S., & Maclaren, W. M. (2006). The test-retest reliability of a revised version of the Readiness for Interprofessional Learning Scale (RIPLS). Journal of Interprofessional Care, 20(6), 633-639. doi:10.1080/13561820600991181 Mcfadyen, A. K., Webster, V., Strachan, K., Figgins, E., Brown, H., & Mckechnie, J. (2005). The Readiness for interprofessional learning scale: A possible more stable sub-scale model for the original version of RIPLS. Journal of Interprofessional Care, 19(6), 595-603. doi:10.1080/13561820500430157