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How is IPE at your school?

Oct 12, 2021

Interprofessional education (IPE) occurs when students, or members from two or more professions learn about, from and with each other to enable effective collaboration and improve health outcomes and services.

Upcoming Interprofessional Education Collaborative (IPEC) events and awards include: 

IPEC Core Competencies

ACAPT endorses the four Interprofessional Education Collaborative (IPEC) Core Competency domains; all physical therapist education programs should use the IPEC Core Competencies in the curriculum:

  • Values/Ethics for Interprofessional Practice: Work with individuals of other professions to maintain a climate of mutual respect and shared values.
  • Roles/Responsibilities: Use the knowledge of one’s own role and those of other professions to appropriately assess and address the healthcare needs of the patients and populations served.
  • Interprofessional Communication: Communicate with patients, families, communities, and other health professionals in a responsive and responsible manner that supports a team approach to the maintenance of health and the treatment of disease.
  • Teams and Teamwork: Apply relationship-building values and the principles of team dynamics to perform effectively in different team roles to plan and deliver patient- /population-centered care that is safe, timely, efficient, effective, and equitable.

Check out more IPE resource here.

ACAPT National Interprofessional Education Consortium (NIPEC)

Ensure at least one member of your DPT program joins the ACAPT National Interprofessional Education Consortium (NIPEC).  PTs working for ACAPT member institutions can join for free!

 

Featured IPE article

High & low functioning team-based pre-licensure interprofessional learning: an observational evaluation

This multi-site qualitative descriptive study describes students’ teamwork behaviors during clinical education placements specializing in interprofessional practice and education. Participants included students from social work, physiotherapy, counseling, occupational therapy, speech language pathology, and nursing. Three independent psychology researchers viewed over 700 hours of student clinical interprofessional interactions primarily with providers and peers. 

Analysis of field notes and data checklists found that students provided patient centered care however, two distinct interprofessional groups emerged based on observed behaviors - high functioning and low functioning teams.
 
High functioning teams were descried as informal and humble with greater frequency of verbal and non-verbal behaviors associated with effective teamwork and “relationship building.”  In contrast, the low functioning teams were more formal in nature and focused more on “task execution” working more within their own profession with less collaborative learning and shared leadership.  The authors propose that higher levels of psychological safety may account for the differences in the groups.

This study's clinical implications suggest interprofessional academic and clinical educators should include training and education on practicing behaviors that improve psychology safety within student IP teams due the association with improved worker engagement, reduced medical errors, and quality system improvement.  Additionally future studies that explicitly measure psychological safety in pre-licensure healthcare students are necessary.     

Reference
Margo L. Brewer & Helen Flavell (2021) High and low functioning team-based pre-licensure interprofessional learning: an observational evaluation, Journal of Interprofessional Care, 35:4, 538-545, DOI: 10.1080/13561820.2020.1778652

 

Other Relevant Recently Published Literature on IPE/C

Bhattacharya, S. B., et al. (2021). "Novel model to teach health care delivery in geriatrics." Gerontol Geriatr Educ: 1-13 https://doi.org/10.1080/02701960.2021.1958325

Björklund, K. and C. Silén (2021). "Occupational therapy and physiotherapy students' communicative and collaborative learning in an interprofessional virtual setting." Scand J Occup Ther 28(4): 264-273 https://doi.org/10.1080/11038128.2020.1761448

Black, E. W., et al. (2021). "Establishing and sustaining interprofessional education: Institutional infrastructure." Journal of Interprofessional Education & Practice: 100458 https://doi.org/10.1016/j.xjep.2021.100458

Cao, L. and S. Z. Hull (2021). "Effectiveness of Educating Health Care Professionals in Managing Chronic Pain Patients Through a Supervised Student Inter-professional Pain Clinic." Med Sci Educ 31(2): 479-488 https://doi.org/10.1007/s40670-020-01189-4

Chevan, J. and A. E. Heath (2021). "Developing core education principles for rehabilitation professionals in response to the opioid crisis: an example from physical therapy education." Disabil Rehabil 43(15): 2227-2232 https://doi.org/10.1080/09638288.2019.1696416

Coffin, D., et al. (2021). "Fostering Inter-Professional Education through Service Learning: The Belize Experience." Occup Ther Health Care 35(2): 217-226 https://doi.org/10.1080/07380577.2021.1877862

Fenn, N., et al. (2021). "Empathy, better patient care, and how interprofessional education can help." J Interprof Care: 1-10 https://doi.org/10.1080/13561820.2021.1951187

González Blum, C., et al. (2020). "An interprofessional teaching approach for medical and physical therapy students to learn functional anatomy and clinical examination of the lower spine and hip." Ann Anat 231: 151534 https://doi.org/10.1016/j.aanat.2020.151534

Hayward, K., et al. (2021). "IPE via online education: Pedagogical pathways spanning the distance." Journal of Interprofessional Education & Practice 24: 100447 https://doi.org/10.1016/j.xjep.2021.100447

Hudak, N. M., et al. (2021). "Professional development for facilitators of interprofessional education: Participation and outcomes of a pilot program." Journal of Interprofessional Education & Practice 24: 100431 https://doi.org/10.1016/j.xjep.2021.100431

Khalili, H., et al. (2021). "Global leadership in IPECP research; an intro to co-creation of best practice guidelines." Journal of Interprofessional Education & Practice 24: 100445 https://doi.org/10.1016/j.xjep.2021.100445

Lanning, S. K., et al. (2021). "Early-learners' expectations of and experience with IPE: A multi-institutional qualitative study." Nurse Educ Today 107: 105142 https://doi.org/10.1016/j.nedt.2021.105142

Mozer, C., et al. (2021). "Understanding the roles of physical therapists on the care team: An interprofessional education experience for first-year medical students." Journal of Interprofessional Education & Practice 24: 100463 https://doi.org/10.1016/j.xjep.2021.100463

Saito, E., et al. (2021). "Utilizing a faculty-led student assessment team to evaluate international interprofessional service learning opportunities." Curr Pharm Teach Learn 13(9): 1135-1140 https://doi.org/10.1016/j.cptl.2021.06.037

Schwab, S. M., et al. (2021). "Reciprocal Influence of Mobility and Speech-Language: Advancing Physical Therapy and Speech Therapy Cotreatment and Collaboration for Adults with Neurologic Conditions." Phys Ther https://doi.org/10.1093/ptj/pzab196

Smith, K. J., et al. (2021). "Assessing professionalism in health profession degree programs: A scoping review." Curr Pharm Teach Learn 13(8): 1078-1098 https://doi.org/10.1016/j.cptl.2021.06.006

Thacker, L., et al. (2021). "Exploring physiotherapy practice within hospital-based interprofessional chronic pain clinics in Ontario." Can J Pain 5(1): 96-106 https://doi.org/10.1080/24740527.2021.1905508

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