Abstract
Interprofessional education (IPE) allows two or more professionals to learn from one another through partnership to improve patient outcomes. Implementation of IPE varies within health profession programs and universities, requiring programs to develop IPE activities that adhere to specific learning objectives or accreditation standards. These activities were a preliminary investigation on the feasibility of IPE activities at an institution with no substantial IPE infrastructure. Students integrated aspects of team-based learning (TBL), problem-based learning (PBL), and didactic components into diverse simulated patient cases with health profession students to develop skills in interdisciplinary patient-centered care. Lessons learned and future directions are discussed.
References
Accreditation Review Commission on Education for the Physician Assistant (ARC-PA). Accreditation standards for physician assistant education: Fourth edition. 2018. Retrieved from: http://www.arc-pa.org/wp-content/uploads/2018/12/AccredManual-4th-edition.rev5_.18.pdf.
American Academy of Physician Assistants. What is a PA? 2020. Retrieved May 24, 2020 from: https://www.aapa.org/what-is-a-pa/.
American Psychological Association. Guidelines for psychological practice in health care delivery systems. Am Psychol. 2013;68(1):1–6. https://doi.org/10.1037/a0029890.
American Psychological Association. Standards of accreditation for health service psychology and accreditation operating procedures. 2018. Retrieved May 24, 2020 from: https://www.apa.org/ed/accreditation/about/policies/standards-of-accreditation.pdf.
Bandura A, Walters RH. Social Learning Theory. Englewood Cliffs: Prentice-Hall; 1977.
Breitbach AP, Richardson R, National Athletic Trainers’ Association Executive Committee for Education, & Interprofessional Education and Practice in Athletic Training Work Group. Interprofessional Education and Practice in Athletic Training. Athl Train Educ J. 2015;10(2):170–82. https://doi.org/10.4085/1002170.
Choudhury RI, Salam M, Mathur J, Choudhury SR. How interprofessional education could benefit the future of healthcare - Medical students’ perspective. BMC Med Educ. 2020;20(1):242. https://doi.org/10.1186/s12909-020-02170-w.
Congdon HB. Interprofessional education (IPE) practices at universities across the United States with an established IPE infrastructure in place. J Interprofessional Educ Pract. 2016;5:53–8. https://doi.org/10.1016/j.xjep.2016.10.001.
Feurdean M, Matassa D, Kang M, Matthews G, Kothari N. A Modified Team Based Learning Approach to Enhance Resident Education in Outpatient Internal Medicine. 2017;6(4). https://doi.org/10.15694/mep.2017.000176.
Fike DS, Zorek JA, MacLaughlin AA, Samiuddin M, Young RB, MacLaughlin EJ. Development and validation of the student perceptions of physician-pharmacist interprofessional clinical education (SPICE) instrument. Am J Pharm Educ. 2013;77(9):190. https://doi.org/10.5688/ajpe779190.
Horsburgh J, Ippolito K. A skill to be worked at: Using social learning theory to explore the process of learning from role models in clinical settings. BMC Med Educ. 2018;18(156):1–8. https://doi.org/10.1186/s12909-018-1251-x.
Interprofessional Education Collaborative. Core Competencies for Interprofessional Collaborative Practice: 2016 Update. 2016. Retrieved May 24, 2020, from https://nebula.wsimg.com/2f68a39520b03336b41038c370497473?AccessKeyId=DC06780E69ED19E2B3A5&disposition=0&alloworigin=1.
Johns Hopkins University. Peer evaluation form for group work. 2006. Retrieved May 24, 2020 from https://www.google.com/url?q=https://www.cmu.edu/teaching/designteach/teach/instructionalstrategies/groupprojects/tools/PeerEvaluations/PeerEval-GroupWork-formsample1.docx&sa=D&ust=1579742573257000&usg=AFQjCNGPrM5JmcWhfomlCS0FheGU4sv6Sg.
King G, Orchard C, Khalili H, Avery L. Refinement of the interprofessional socialization and valuing scale (ISVS-21) and development of 9-Item equivalent versions. J Contin Educ Heal Prof. 2016;36:171–7. https://doi.org/10.1097/CEH.0000000000000082.
Labott SM. Health psychology consultation in the inpatient medical setting. Am Psychol Assoc. 2019. https://doi.org/10.1037/0000108-001.
Michaelsen LK, Davidson N, Major CH. Team-based learning practices and principles in comparison with cooperative learning and problem-based learning. J Excell Coll Teach. 2014;25(3&4):57–84.
National Athletic Trainers’ Association. Job Settings. 2020. Retrieved May 24, 2020 from https://www.nata.org/about/athletic-training/job-settings.
Reimschisel T, Herring AL, Huang J, Minor TJ. A systematic review of the published literature on team-based learning in health professions education. Med Teach. 2017;39(12):1227–37. https://doi.org/10.1080/0142159X.2017.1340636.
Salari M, Roozbehi A, Zarifi A, Tarmizi RA. Pure PBL, Hybrid PBL and Lecturing: which one is more effective in developing cognitive skills of undergraduate students in pediatric nursing courses? BMC Med Educ. 2018;2018:1(195). https://doi.org/10.1186/s12909-018-1305-0.
Wahass SH. The role of psychologists in health care delivery. J Fam Community Med. 2005;12(2):63–70 Retrieved May 24, 2020 from: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3410123/.
Wallace V, Walker L. Team-based learning. In: Kayingo G, McCoy Hass V, editors. The Health Professions Educator: A practical guide for new and established faculty. Springer Publishing Company: New York; 2018. p. 67–78.
Yardley S, Teunissen PW, Dornan T. Experiential learning: Transforming theory into practice. Med Teach. 2012;34(2):161–4. https://doi.org/10.3109/0142159X.2012.643264.
Acknowledgments
We extend our gratitude to Lindsey Hoffmann, M.S., PA-C, Physician Assistant Program, Department of Psychology, University of La Verne, 1950 Third Street, La Verne, CA 91750, USA, for her assistance in developing and implementing some of the IPE activities.
Author information
Authors and Affiliations
Contributions
Study concept and design: Williams, García, Warren, and Cardenas. Data collection: Williams and García. Analysis and interpretation of data: Williams and García. Drafting and critical revision of the manuscript: Williams, García, Warren, and Cardenas.
Corresponding author
Ethics declarations
Conflicts of Interest
The authors declare that they have no conflicts of interest.
Ethical Approval
The ULV College of Arts and Sciences dean and respective program chairs granted approval for this activity.
Informed Consent
Informed consent obtained from participants through acknowledgement of this activity participation listed in the syllabi.
Additional information
Publisher’s Note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Williams, M.J., García, J.J., Warren, K.L. et al. Interprofessional Education Activities for Students in Physician Assistant, Clinical Psychology, and Athletic Training Programs Utilizing Aspects of Team-Based and Problem-Based Learning Practices. Med.Sci.Educ. 31, 337–340 (2021). https://doi.org/10.1007/s40670-020-01173-y
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s40670-020-01173-y