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Integrating an Interprofessional Education Experience Into a Human Physiology Course
Scott Edwards1, Patricia E Molina, Kathleen H McDonough
1Scott Edwards, PhD, is an assistant professor at Louisiana State University Health-New Orleans School of Medicine, New Orleans, Louisiana. Patricia E. Molina, MD, PhD, is a professor and head of physiology at Louisiana State University Health-New Orleans School of Medicine, New Orleans, Louisiana. Kathleen H. McDonough, PhD, is a professor and associate dean in the Department of Physiology for the School of Graduate Studies at Louisiana State University Health-New Orleans School of Medicine, New Orleans, Louisiana. Donald E. Mercante, PhD, is a professor and associate dean in the Department of Physiology for Academic Affairs at Louisiana State University Health-New Orleans School of Public Health, New Orleans, Louisiana. Tina P. Gunaldo, PhD, PT, DPT, MHS, is director of the Center for Interprofessional Education and Collaborative Practice at Louisiana State University Health, New Orleans, Louisiana.
Purpose:
To obtain physician assistant (PA) student perceptions about an interprofessional education (IPE) training experience embedded in a multidisciplinary science course.
Methods:
An IPE training experience was integrated into a graduate human physiology course offered to PA, physical therapy, and graduate studies students. The focus of the activity related to the Interprofessional Education Collaborative (IPEC) competency domains of (1) roles and responsibilities and (2) teams and teamwork. Effectiveness was assessed in pretraining and posttraining surveys, which included questions addressing student self-perceptions of IPEC competency domains, student assessment of the learning activity, and student reflection.
Results:
We observed a statistically significant positive change in PA student perceptions of IPEC competency domains. Students also provided a positive evaluation of the IPE activity and communicated personal improvements in IPE perspectives.
Conclusions:
Incorporating planned IPE experiences into multidisciplinary health science courses represents an appropriate venue for PA students to learn and apply interprofessional competencies, which may benefit future interprofessional practice.
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