Intraprofessional Education for Physical Therapy and Physical Therapist Assistant Students. Ê

Purpose: To provide a patient centered intraprofessional learning experience for PT and PTA students to develop strategies for delegation, communication and patientÊcare in a variety of clinical settings. A literature search for intraprofessional education for entry level PT and PTA students yielded no results, and anecdotal evidence suggests that there are inconsistencies in educating PT and PTA students on their intraprofessional relationship. ÊMethods/Description: Entry level PT students from the University of Central Florida (UCF) and PTA students from Seminole State College of Florida (SSC) attended a 4-hour event hosted by Orlando Health (OH) along with students from other academic PT and PTA programs who were on clinical rotation at OH. Students were divided into 10 groups, with equal distribution of PT and PTA students, representing acute care, outpatient orthopedics, outpatient neurology, inpatient rehabilitation, pediatrics. Each group had 1 PT and 1 PTA as mentors, who provided two patient case studies unique to their setting. Although developing an appropriate PT plan of care was important, the emphasis was on intraprofessional communication, delegation and hand-off based on the contexts of the two case studies. The event was broken up by presentations and Q&A by OT and Speech-Language Pathology professionals who discussed their role in rehabilitation, education of therapists and extenders, as well as delegation specific to their profession. A keynote speech from the chapter president of the Florida Physical Therapy Association (FPTA) focused on the PT/PTA relationship as well as involvement of both in the professional organization after graduation. ÊResults/Outcomes: PT/PTA Day at Orlando Health is an excellent opportunity for students to learn through collaborative problem-based learning, affording integration of academic knowledge with real life case scenarios from a variety of settings, with mentoring by experienced PT/PTA team members in appropriate communication, delegation and critical thinking. PTA students practice determining intervention strategies based on the goals and plan of care developed by the PT students. PT students become aware of the PTA students' curriculum, knowledge base and scope of practice. PTA students gain insight into the PT students' thought process in developing the plan of care. PT students gain a practical understanding of the importance of goal setting and documentation for appropriate hand-off.Ê Collaboration with students from other academic facilities is also beneficial.Ê The experience enhanced communication and understanding of intraprofessional collaboration and its significance in favorable patient outcomes. ÊConclusions/Relevance to the conference theme: Shaping the Future of Physical Therapy Education: PT/PTA Day offered the student opportunity to collaborate in a patient centered learning activity to develop intraprofessional relationships. The students had opportunity to work as a team which strengthened the understanding of each otherÕs roles beyond what they had learned didacticallyReferences: Cleary, K. K., & Howell, D. M. (2003). The Educational Interaction Between Physical Therapy and Occupational Therapy Students. Journal of Allied Health, 32(2), pp. 71-77. Hawk, C., Buckwalter, K., Byrd, L., Cigelman, S., Dorfman, L., & Ferguson, K. (2002, April). Health Professions Students' Perception of Interprofessional Relationships. Academic Medicine, 77(4), pp. 354-357. Jung, B., Salvatori, P., & Martin , A. (2008). Intraprofessional fieldwork education: Occupational therapy and occupational therapist assistant students learning together. Canadian Journal of Occupational Therapy, 75(1), pp. 42-50. Rose, M. A., Smith, K., Veloski, J. J., Lyons, K. J., Umland, E., & Arenson, C. (2009). Attitudes of Students in Medicine, Nursing, Occupational Therapy, and Physical Therapy Toward Interprofessional Education. Journal of Allied Health, 38(4), pp. 196-200. Ê

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  • Control #: 1994827
  • Type: Poster
  • Event/Year: ELC2014
  • Authors: Jamie Dyson, Mayra Eschbach, Carol Levine
  • Keywords:

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