Event Title

All Professions Day: Bringing Interprofessional Collaborative Practice Core Competencies To Life

Speaker's Credentials

Denise G. Bender, PT, JD, M.Ed.

Associate Professor, Department of Rehabilitation Sciences

Jill Pittman Jones Professor of Physical Therapy

Location

Melnick

Format

Podium Presentation

Start Date

21-1-2017 10:35 AM

End Date

21-1-2017 11:05 AM

Abstract

Introduction: Professional students must understand and apply the core competencies identified as essential for interprofessional collaborative practice. Active learning strategies allow students to apply content and then receive peer feedback about effectiveness of their efforts. Purpose: This presentation describes a campus-wide project involving 790 students representing 18 disciplines from seven colleges. Student teams first practiced applying the four competency domains in a half day workshop and then create and perform a community service activity. Description of Innovation: In morning and afternoon sessions at off-campus venue, students (ranging from second to fourth year in their studies) were assigned to interprofessional teams containing ten students and a faculty facilitator. Students engaged in a speed dating activity to describe their professions. Then, after reviewing each core competency, students watched videos showing a simulated patient interacting in a community based outpatient clinic, an acute care hospital, and with a discharge planning team. After watching each video, student leaders led their team through discussion questions that reflected on each of the competencies. Outcomes: From post-session surveys (response 48.12% morning and 51.88% afternoon session), 66.53% agreed/strongly agreed that session content was appropriate for their level of training, 77.03% agreed/strongly agreed that workshop activities highlighted important aspects of the competencies, and 65.75% agreed/strongly agreed that activities improved understanding of competencies Discussion: Based on student survey comments and faculty facilitator feedback, the active learning strategies successfully provided students with the opportunity to work as a team to transform didactic information into real life experiences.

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Jan 21st, 10:35 AM Jan 21st, 11:05 AM

All Professions Day: Bringing Interprofessional Collaborative Practice Core Competencies To Life

Melnick

Introduction: Professional students must understand and apply the core competencies identified as essential for interprofessional collaborative practice. Active learning strategies allow students to apply content and then receive peer feedback about effectiveness of their efforts. Purpose: This presentation describes a campus-wide project involving 790 students representing 18 disciplines from seven colleges. Student teams first practiced applying the four competency domains in a half day workshop and then create and perform a community service activity. Description of Innovation: In morning and afternoon sessions at off-campus venue, students (ranging from second to fourth year in their studies) were assigned to interprofessional teams containing ten students and a faculty facilitator. Students engaged in a speed dating activity to describe their professions. Then, after reviewing each core competency, students watched videos showing a simulated patient interacting in a community based outpatient clinic, an acute care hospital, and with a discharge planning team. After watching each video, student leaders led their team through discussion questions that reflected on each of the competencies. Outcomes: From post-session surveys (response 48.12% morning and 51.88% afternoon session), 66.53% agreed/strongly agreed that session content was appropriate for their level of training, 77.03% agreed/strongly agreed that workshop activities highlighted important aspects of the competencies, and 65.75% agreed/strongly agreed that activities improved understanding of competencies Discussion: Based on student survey comments and faculty facilitator feedback, the active learning strategies successfully provided students with the opportunity to work as a team to transform didactic information into real life experiences.