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Assessing Change in Interprofessional Collaborative Competency of Physician Assistant Students After Observing an
Tania Shearon1,2,3,4,5,6, Lori Weber1,2,3,4,5,6, Annette Bettridge1,2,3,4,5,6
1Tania Shearon, DHSc, OTR/L, FNAP, is an assistant professor and director of curriculum, Occupational Therapy Department, Arizona School of Health Sciences, A.T. Still University, Mesa, Arizona.
Introduction:
The purpose of this study was to measure the change in interprofessional competency of physician assistant (PA) students through observation of occupational therapy (OT) and physical therapy (PT) in a university, student-run pro bono therapy clinic. The study aimed to expand knowledge of rehabilitation interventions to PA students for improved collaborative practice.
Methods:
Using a retrospective pretest-posttest design, 75 PA students observed an OT or PT treatment session at a student-run pro bono clinic. The modified Interprofessional Collaborative Competency Attainment Survey measured self-perceived skills across 6 competency domains. It asked participants to reflect on their competencies before and then after the observation. Open-ended survey questions were used to identify qualitative themes regarding the learning experience.
Results:
Mean total competency scores increased significantly from 3.73 (SD 0.94) before the observation to 4.31 (SD 0.65), P < .001. Significant increases were found across all 6 subscales (P < .001). Qualitative analysis identified 5 themes: knowledge of colleagues, collaboration maximizing care, recognizing when to refer, active listening, and functional training provided by OT and PT.
Discussion:
Results suggest the observation broadened student understanding of interprofessional roles and enhanced confidence in collaborative teamwork. Students experienced a meaningful shift in awareness regarding OT and PT scopes of practice. They expressed enhanced understanding of patient-centered care that incorporates functional goals. This knowledge change highlighted the value of interprofessional educational experiences to foster collaborative care.
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