Event Title
Virtual Patient Care: An Interprofessional Education Approach for Physician Assistant, Physical Therapy and Occupational Therapy Students
Location
DeVos 121E
Start Date
7-1-2011 10:00 AM
End Date
7-1-2011 10:30 AM
Description
Purpose of Presentation: The purpose of this presentation will be to demonstrate a project in which students from multiple health professional programs were able to work inter-professionally to treat a virtual patient.
Background/Significance: Interprofessional educational experiences are becoming increasingly popular and the evidence for IPE in the training of future health professions is mounting. The importance of interprofessional education (lPE) has gained new ground as a means to improve quality patient care (Remington, 2006). It has been promoted as a method to promote teamwork and increase the ability of health care professionals to learn and work collaboratively (D'Eon, 2005). In order to achieve this goal, a summit of health care educators recommended that students should be trained in interprofessional teams (Institute of Medicine, 2003). However, despite the evidence supporting the incorporation of IPE into curricula, alignment of curricula and student schedules is daunting. This project attempts to circumvent these barriers.
Methodology: The project is based on a virtual patient, located in the web-based DxR Clinician and VirtualPT Clinician websites, both of which are licensed to Grand Valley State University. Students in each of the PT, OT and PA departments are assigned to a group consisting of members from the other professions. These interprofessional student groups will then convene and collaboratively work through an assigned case at any point during the course of the semester that is agreed upon by each student group. This problem-based learning project requires students to independently seek additional information and reflect upon the interactions with each discipline in determining and examination and patient management plan. Student reflection and documentation of the comprehensive patient management plan is achieved via a worksheet that is to be completed by the students and submitted at the end of the semester. A large group debrief will be held at the conclusion of the semester.
Results: There are no results at the time of this abstract. More information will be shared during the presentation at the IPE Conference.
Conclusion: There are no conclusions at the time of this abstract. More information will be shared during the presentation at the IPE Conference.
Virtual Patient Care: An Interprofessional Education Approach for Physician Assistant, Physical Therapy and Occupational Therapy Students
DeVos 121E
Purpose of Presentation: The purpose of this presentation will be to demonstrate a project in which students from multiple health professional programs were able to work inter-professionally to treat a virtual patient.
Background/Significance: Interprofessional educational experiences are becoming increasingly popular and the evidence for IPE in the training of future health professions is mounting. The importance of interprofessional education (lPE) has gained new ground as a means to improve quality patient care (Remington, 2006). It has been promoted as a method to promote teamwork and increase the ability of health care professionals to learn and work collaboratively (D'Eon, 2005). In order to achieve this goal, a summit of health care educators recommended that students should be trained in interprofessional teams (Institute of Medicine, 2003). However, despite the evidence supporting the incorporation of IPE into curricula, alignment of curricula and student schedules is daunting. This project attempts to circumvent these barriers.
Methodology: The project is based on a virtual patient, located in the web-based DxR Clinician and VirtualPT Clinician websites, both of which are licensed to Grand Valley State University. Students in each of the PT, OT and PA departments are assigned to a group consisting of members from the other professions. These interprofessional student groups will then convene and collaboratively work through an assigned case at any point during the course of the semester that is agreed upon by each student group. This problem-based learning project requires students to independently seek additional information and reflect upon the interactions with each discipline in determining and examination and patient management plan. Student reflection and documentation of the comprehensive patient management plan is achieved via a worksheet that is to be completed by the students and submitted at the end of the semester. A large group debrief will be held at the conclusion of the semester.
Results: There are no results at the time of this abstract. More information will be shared during the presentation at the IPE Conference.
Conclusion: There are no conclusions at the time of this abstract. More information will be shared during the presentation at the IPE Conference.