ABSTRACT Interprofessional education (IPE) activities are recommended to reflect current and future practice. The opioid epidemic is one of the most significant current health challenges; recently declared a United States public health crisis. Thus, an IPE program centered on interprofessional roles in pain management during the opioid crisis was developed at the Eugene Applebaum College of Pharmacy and Health Sciences. Professional students from pharmacy, physical therapy, occupational therapy, physician assistant, and nurse anesthesia programs were included. The program included a lecture about each profession, small group case-based problem-solving sessions (group activity), and a panel discussion led by representative pain management experts from each profession. We conducted a retrospective review of data from 251 professional students attending the IPE program, and assessed students’ knowledge of each profession and their respective roles in pain management. We evaluated interprofessional skills using the Interprofessional Collaborative Competency Attainment Survey and gathered qualitative student feedback. Participants gained knowledge about other professions. Each represented profession had improvements in five constructs related to interprofessional skills. Students found the most value from the group activity, which encouraged interaction among professions. Overall, the program design was effective in enhancing student knowledge and attitudes regarding collaborative interprofessional team skills.

A multimodal interprofessional education program including case-based problem solving focused on pain management increases student’s knowledge and interprofessional skills

/pdf/collaborative-learning-and-critical-thinking-use-of-the-2l6obpjhzb.pdf

Collaborative Learning and Critical Thinking: Use of the Jigsaw Learning Activity in Occupational Therapy Teaching

A Model for Interprofessional Education between Occupational Therapy and Accounting Students: A Mixed-Methods Study

Introduction: It is important to construct interprofessional education activities that simulate realistic practice, even if students are in different physical locations. This manuscript outlines an effort to provide an activity in which physician assistants and pharmacy students carry out a case-based simulation via telecommunication in their final didactic semester.    
Programme description: Both professions were tasked with providing optimal care to patients during a busy workday of managing multiple patients simultaneously.     
Evaluation: Instructional objectives were assessed through a follow-up quiz on the other’s profession, reflection questions, and appropriate documentation for each profession. Student perceptions of communication methods and the other profession were collected via an optional survey.    
Future plan:  Based on overall responsiveness to the activity, this type of simulation is effective for providing interprofessional education while overcoming the common barriers of physical location and space.

Simulated cases to improve “real-life” communication between physician assistants and pharmacy students

Stroke can result in significant mental and physical impairment. Training healthcare professionals on effective strategies for mitigating stroke-related quality-of-life issues is crucial in facilitating comprehensive stroke management. This study aims to evaluate the impact of an interprofessional education (IPE) experience on students' attitudes regarding post-stroke disability. 

Developing Disability Advocates Through Deliberate Inter-Professional Conversations Regarding Quality of Life After Stroke

A pilot IPE workshop integrating OT, pharmacy, PT, and PA programs

Abstract Rehabilitation is important in the care of patients with cancer for improving function, pain, and quality of life. However, only a small number of clinicians are formally trained in cancer rehabilitation. Virtual learning environments may play a promising role in cancer rehabilitation education, especially in the coronavirus pandemic era where in-person learning is not readily available. A national, interprofessional cancer rehabilitation education program involving a monthly longitudinal webinar series and a 2-day virtual bootcamp was developed through the US Department of Veterans Affairs Extension for Community Healthcare Outcomes to improve Department of Veterans Affairs clinician understanding of cancer rehabilitation and ultimately increase the availability of cancer rehabilitation services in the Veterans Health Administration. From March 2020 to July 2022, 923 individuals participated with an average of 72 participants per session and 204 participants per session in the bootcamp. Participants’ most common disciplines were physical therapy, occupational therapy, nursing, medicine (physicians), advanced practice providers, speech therapy, and pharmacy. Participants reported improved knowledge of cancer rehabilitation and anticipated that the knowledge would change their practice. Virtual education can be a useful means to educate Department of Veterans Affairs–based healthcare professionals about cancer rehabilitation and improve access to rehabilitation services for veterans with cancer.

Cancer Rehabilitation Veterans Affairs Extension for Community Healthcare Outcomes Virtual Education Program

Understanding roles and responsibilities within the interprofessional practice is a key competency of interprofessional education (IPE). Students in health professions programs can have limited understanding and perceptions of health professions, including their own and other professions. The purpose of this study was to understand students' perceptions of the roles and responsibilities of other health-care professionals. Students enrolled in occupational therapy, pharmacy, physical therapy, and physician assistant programs at a university participated in a three-hour IPE workshop. Throughout this workshop, they worked in small interprofessional teams to identify unique and shared roles and responsibilities of health professions. Students used a "dream catcher" graphic organizer to compare and contrast these roles and responsibilities. Researchers used thematic analysis of completed graphic organizers to identify themes in students' perceptions. Students identified many shared and unique characteristics about their professions' values and expertise, patient care process, practice settings, patient populations, education, and regulations. While students correctly identified many aspects of their professions, there were some inaccuracies that were addressed by small group faculty facilitators.

Pharmacy, physical therapy, occupational therapy, and physician assistant professional students' perspectives on interprofessional roles and responsibilities.

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A pilot IPE workshop integrating OT, pharmacy, PT, and PA programs

Cancer Rehabilitation Veterans Affairs Extension for Community Healthcare Outcomes Virtual Education Program

Pharmacy, physical therapy, occupational therapy, and physician assistant professional students' perspectives on interprofessional roles and responsibilities.