Longitudinal interprofessional education in a graduate physiology course

Area of Science:

• Medical Education
• Physiology
• Interprofessional Practice

Background:

• Interprofessional education (IPE) is crucial for developing collaborative healthcare professionals.
• Integrating IPE into basic science courses offers a unique learning environment.
• Assessing the impact of IPE on graduate students' perceptions and knowledge is essential.

Purpose of the Study:

• To provide graduate students with team-based learning experiences in patient diagnosis and collaborative care.
• To apply basic physiology principles to pathophysiology case studies.
• To evaluate the longitudinal effects and value of IPE within a multidisciplinary graduate course.

Main Methods:

• Two IPE experiences were conducted in a graduate-level physiology course.
• Patient cases focused on acute kidney injury and female athlete triad.
• Pre- and post-surveys assessed IPE perceptions and knowledge of professional roles, targeting Interprofessional Education Collaborative subcompetencies RR1 and RR4.

Main Results:

• Statistically significant increases in understanding the roles of physical therapists (PT) and physician assistants were observed post-IPE.
• Student knowledge of the PT role significantly improved from the initial to the subsequent IPE experience.
• Perceptions of knowledge and the ability to articulate the PT role were sustained over time.

Conclusions:

• Integrating multiple IPE experiences into health science courses effectively facilitates learning and application of interprofessional competencies.
• IPE in basic science courses is a valuable venue for developing essential collaborative healthcare skills.
• This approach enhances students' understanding of professional roles and team-based patient care.