Work based assessment of teamwork: an interprofessional approach.

This report Work-based assessment of teamwork: an interprofessional approach describes the Office for Learning and Teaching (OLT) funded project of the same name. It focuses on the rationale for, the development of and the piloting of a tool for observing and giving feedback on an individual student’s behavior in an interprofessional team based activity. The study was conducted during 2012–2014 with a project team initially led by the University of Queensland, and included team members from five Australian universities in three states (University of Queensland, University of Technology Sydney, The University of Sydney, Central Queensland University and Curtin University), as well as from the UK (University of Derby) and Canada (University of British Columbia)

A Pilot Study on Implementing an Interprofessional Education Model for Developing Rehabilitative Science Student Core Competencies

Introduction: Inclusion of interprofessional education (IPE) in academia is required by education accreditation agencies for occupational therapy (OT) and physical therapy (PT) in the United States. Limited information is available on models of IPE to guide faculty. The purpose of this pilot study was to determine the feasibility of implementing a recently designed IPE model with OT and PT graduate students. This IPE model aligned Interprofessional Education Collaborative core competency domains with novel learning activities, such as an escape room, simulated medical chart, and two simulations. Methods: Data were retrieved from 52 auto-enrolled students (n=14 OT) and (n=38 PT) in a 15-week course held in 2019. Students completed the Interprofessional Education Collaborative Self-Assessment Tool on the first day (pre) and last day (post) of the course. Inclusion criteria required all archived assignments to be completed thoroughly. Data were analyzed using a non-parametric statistical test with a significant threshold set at p \u3c 0.05. Results: Results indicated total post-scores were significantly higher compared to pre-scores, z = -5.08, p \u3c .001. Further, sub-group analysis using the Wilcoxon Signed Ranks Test showed significantly higher post-scores compared to pre-scores for interaction component (z=-5.27, p \u3c .001) and values component (z=-2.50, p =.012). Comparison between OT and PT students using the Mann-Whitney U test did not show any significant difference in total scores (U=231.5; p=.853), interaction component (U=221.0; p=.678), and value component (U=238.5; p=.972). Discussion: This IPE model is feasible for a larger study and, after participating, students will move forward in the curriculum with better IPE foundational knowledge

Educational Model Integrating IPEC Collaborative Practice Competencies Across Multiple Disciplines

Purpose The purpose of this project was to design an educational model that integrates the Interprofessional Education Collaborative (IPEC) Collaborative Practice Competency Domains into the curriculum across multiple disciplines. A faculty team from physical therapy (PT), occupational therapy (OT), medicine, and physician’s assistant (PA) programs, collaborated to create an introductory interprofessional education (IPE) framework and course module series. Currently, there are limited studies in rehabilitation education programs demonstrating the effectiveness of IPE-based activities on student outcomes. The proposed framework employs a series of novel educational activities including a multi-disciplinary escape room and scavenger hunt experience, chart review, and interprofessional (IP) simulation scenarios. Description The Introductory IPE-Series and framework was piloted on first-term students in PT and OT programs. An innovative IPE-based activity of a multi-disciplinary scavenger hunt and escape room experience was used at the start of the series. Multi-discipline teams identified various medical devices, tools, and equipment in a scavenger hunt and shared the use of these items in their specific discipline. The team then used letters from the scavenger hunt items to create secret passcode words that were embedded in the IPEC 2016 Panel report to complete an escape room challenge. IP management was fostered through a team-based medical chart review of a complex patient. Multi-disciplinary student teams reviewed the chart and identified medical terminology, lab values, and patient-pertinent findings and the potential application and use of the items introduced in the first IPE activity during the scavenger hunt/escape room experience. IP collaboration among members was used to create a multi-discipline treatment plan to safely mobilize the patient. The same complex patient scenario was used in simulation where students would implement the developed treatment plan, practice IP communication with other disciplines and the patient and family members and perform vital sign assessment. Challenges from the patient and family were scripted into the scenario to assess student knowledge of their own role and the role of other providers. A second simulation scenario was deployed toward the end of the term to challenge IP values and ethics in the health care setting and delivery environment. Summary of Use First-term PT and OT cohorts of 105 students participated in the pilot IPE framework and series. Pre-assessment using the IPEC Competency Self-Assessment Tool (Dow, Granados, Mazmanian, & Sheldon, 2014) was used to establish baseline measures in a first-term patient/client care management course. After completing the IPE-series, post-assessment of the same outcome measure was used as well as qualitative measures through post-course questions for student reflection on experiences and perspectives. Aggregated data was used to analyze student outcomes as a result of the IPE-series and framework. Importance to Members Interprofessional education (IPE) elicits better quality behaviors amongst team players promoting improved patient safety and patient outcomes (IPEC Panel, 2011). However, there is a gap in multi-disciplinary health-science academic and clinical education regarding the effects of IPE-based activities and the impact on educational effectiveness and tools to measure student performance (Sabus & Macauley, 2016). The use of simulation in healthcare has been in use for many decades and even in the past centuries and have dated back to ancient times. Rehabilitation education programs are starting to integrate this effective educational methodology and finding practical application for health-science students. IPE has been established as a key criterion and is a permanent fixture in educational content today. The literature supports the data from this study and reinforces the need to advance the area of simulation research to foster collaboration, learning, and IPE among healthcare students. Guidance and recommendations from the current literature provides a strong foundation to further pursuits in this emerging aspect of education and best practices for health-sciences