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

Interprofessional education (IPE) fosters collaboration among healthcare students which may improve patient-centered care. There are gaps in the literature describing IPE programs where healthcare professional students provide authentic clinical care by co-treating individuals with chronic stroke over prolonged periods.

The purpose of this study was to describe the implementation of a dual-task experiential learning IPE program and evaluate the physical therapy (PT) and speech-language pathology (SLP) student perceptions of the IPE program.

The convergent mixed-methods study evaluated an 8-week IPE program where PT and SLP students co-treated clients with chronic stroke using dual-task interventions. Data were collected through observations, focus groups, and surveys. Qualitative content analysis was conducted using an inductive-deductive approach and mapped to Interprofessional Education Collaborative (IPEC) Core Competencies. Trustworthiness was established through peer debriefing, member checking, external audits and triangulation. The IPEC Survey was completed at baseline, immediately post, and at 6-month follow-up. Friedman's test compared changes over time, with Wilcoxon signed-rank test using Bonferroni correction for post hoc analysis. Qualitative and quantitative data were integrated.

Seventeen (11 PT and 6 SLP) students participated in focus groups where five qualitative themes emerged - Learning the Discipline, Learning to Co-Treat, Client-Centered Care, Teamwork, and Communication - that were aligned with the IPEC Core Competencies. Eleven students completed surveys at all timepoints. Significant improvements were found in Interprofessional Interactions (X²(2) = 11.13, p = .004) and Interprofessional Values (x²(2) = 14.97, p < .01) from baseline to immediately post that were maintained at 6 months. The qualitative and quantitative findings were congruent and complementary.

The prolonged experiential IPE program enhanced interprofessional competencies and promoted client-centered care among PT and SLP students.

Integrating motor-cognitive-linguistic co-treatments within authentic rehabilitation contexts supported collaborative practice, teamwork and role development and can be modeled by future educators.