Implementation and evaluation of a dual task interprofessional education program: a mixed methods study.

Area of Science:

• Healthcare education
• Rehabilitation sciences
• Interprofessional practice

Background:

• Interprofessional education (IPE) is crucial for enhancing healthcare student collaboration and patient-centered care.
• Existing literature lacks detailed descriptions of IPE programs involving prolonged, authentic clinical co-treatment for chronic stroke patients.

Purpose of the Study:

• To describe the implementation of a dual-task experiential learning IPE program.
• To evaluate physical therapy (PT) and speech-language pathology (SLP) student perceptions of the IPE program.

Main Methods:

• A convergent mixed-methods study evaluated an 8-week IPE program with PT and SLP students co-treating chronic stroke clients using dual-task interventions.
• Data collected via observations, focus groups, and surveys; analyzed using qualitative content analysis and statistical tests (Friedman's, Wilcoxon signed-rank).
• Integrated qualitative and quantitative findings, mapping to Interprofessional Education Collaborative (IPEC) Core Competencies.

Main Results:

• Five qualitative themes emerged: Learning the Discipline, Learning to Co-Treat, Client-Centered Care, Teamwork, and Communication, aligning with IPEC competencies.
• Significant improvements in Interprofessional Interactions and Interprofessional Values were observed from baseline to post-program and maintained at 6-month follow-up.
• Qualitative and quantitative findings were congruent and complementary, supporting the program's effectiveness.

Conclusions:

• The prolonged experiential IPE program successfully enhanced interprofessional competencies and fostered client-centered care in PT and SLP students.
• Integrating motor-cognitive-linguistic co-treatments in authentic settings supported collaborative practice, teamwork, and role development.
• This model can guide future interprofessional education program development.