A Pilot Study Using Asynchronous Case Discussion and Reflection to Provide Interprofessional Education to Physician Assistant and Physical Therapy Students

Authors

Erin McCallister, Louisiana State University Health Sciences - ShreveportFollow
Emily Weidman-Evans, Louisiana State University Health Sciences - ShreveportFollow

Abstract

Purpose: The purpose of this study was to examine the effects an asynchronous interprofessional education (IPE) activity had on graduate healthcare students’ beliefs regarding IPE, as measured by the Readiness for Interprofessional Learning Scale (RIPLS). Methods: All first-year physician assistant and physical therapy students participated in a collaborative four-week online case discussion. Students who consented to participate in the research component filled out a pre- and post-activity RIPLS questionnaire. Responses were matched by an individualized, student-generated number to protect students’ identity. Only matched scores were analyzed. Results: The total score as well as the Teamwork and Professional Identity sub-scales were analyzed for pre-post changes using the paired t-test. The Roles and Responsibilities sub-scale was analyzed using the Wilcoxon signed rank test, due to a non-normal data distribution. A significant change (a=0.05) in score was found only in the Roles and Responsibilities sub-scale. Secondary outcomes indicate that a high proportion of the students felt the objectives of the activity were met. Conclusions: Significant changes were found on only one sub-scale of the RIPLS. Therefore, asynchronous IPE delivery does not change graduate healthcare students’ readiness for IPE. The participants felt the activity met its objectives, which indicates that asynchronous IPE delivery may be a viable technique in this population. Future studies should examine the difference between asynchronous and live IPE on the outcomes noted in this pilot study.

Author Bio(s)

Erin McCallister, PT, DPT, COMT is an Instructor of Physical Therapy in the LSU Health Shreveport School of Allied Health Professions in Shreveport, LA. She is also a Board-Certified Clinical Specialist in Orthopaedic Physical Therapy.

Emily Weidman-Evans, Pharm.D, BC-ADM, CPE is a Professor in the Physician Assistant program in the LSU Health Shreveport School of Allied Health Professions in Shreveport, LA. She serves as the programs Director of Assessment and holds a faculty appointment in the Department of Family Medicine.

DOI

10.46743/1540-580X/2021.1977

Recommended Citation

McCallister E, Weidman-Evans E. A Pilot Study Using Asynchronous Case Discussion and Reflection to Provide Interprofessional Education to Physician Assistant and Physical Therapy Students. The Internet Journal of Allied Health Sciences and Practice. 2021 Jan 01;19(1), Article 12.