Assessing Student Attitudes as a Result of Participating in an Interprofessional Healthcare Elective Associated with a Student-Run Free Clinic

Background: An interprofessional elective using a student-run clinic can introduce students to professional roles, collaborative patient care, and health disparities. Methods and Findings: Students from four professions (pharmacy, medicine, physician assistant, and physical therapy) participated in a service-learning elective where they received weekly didactic lectures and provided healthcare in a student-run free clinic. Additional interprofessional activities included a quality improvement project and a case presentation. Students were administered anonymous surveys before and after the elective to assess changes in their attitudes toward interprofessional teamwork. A total of 93 and 74 students completed the pre-survey and post-survey, respectively. After participating in the elective, significantly more students reported working in interprofessional teams and understood the role of physician assistants. The majority of other attitudes about interprofessional collaboration and professional roles were sustained or improved after the elective.Conclusion: An interprofessional service-learning elective using didactic and experiential learning in an interprofessional, student-run free clinic sustained or improved student attitudes toward interprofessional teamwork. The elective had a significant impact on increased student experience working in interprofessional healthcare teams and increased understanding of health professions’ roles. Continued assessment of the impact on student behaviours and patient outcomes is warranted

Translating Provider and Staff Engagement Results to Actionable Planning and Outcomes

Staff and provider engagement leads to better quality and experience of care and less turnover and burnout. In this program, we describe an approach to better understand underlying factors that lead to low staff and provider engagement and address such factors by creating actionable plans that drive improved engagement measures. Focus groups were conducted with staff, advance practice providers, and faculty to better understand low scored areas in an annual third-party engagement survey. Focus group results were analyzed, and thematic action plans were then developed by a leadership team. These plans and the status of addressing the identified issues were published and disseminated back to all staff and providers using a stoplight report. The leadership team met every 2 to 4 weeks until all issues were addressed and communicated back to the department. The subsequent year\u27s engagement scores statistically increased across all engagement score domains for both staff and faculty. We conclude that using a qualitative approach to understanding low-scored engagement domains will allow a deeper and authentic understanding of the root factors that drive low engagement scores. This approach allows teams to develop responsive action plans, resulting in higher engagement scores, which will eventually lead to better service and care to patients

Accreditation and implications of clinical postgraduate PA training programs

© 2016 American Academy of Physician Assistants. No consensus defi nition exists for postgraduate physician assistant (PA) training. This report from the AAPA Task Force on Accreditation of Postgraduate PA Training Programs describes the types of clinical training programs and their effects on hiring and compensation of PAs. Although completing a postgraduate program appears to have no effect on compensation, PAs who complete these programs may be favored in the hiring process and frequently report greater confi dence in their skills. More research is needed and program accreditation is key to monitoring the effectiveness of these programs