Development of Interprofessional Collaboration and Communication Through Simulation-Based Learning Experiences for Physical Therapy and Speech-Language Pathology Learners

Abstract

Literature has shown that interprofessional simulation-based learning experiences (Sim IPE) are effective at preparing future healthcare providers for interprofessional practice and an impactful way to meet health professions’ accreditation standards. However, there is a lack of literature examining outcomes of Sim IPE among entry-level Doctor of Physical Therapy (DPT) and Master of Science Speech-Language Pathology (MS-SLP) learners. The purpose of this study is to examine how participation in Sim IPE influences DPT and MS-SLP students’ development of interprofessional practice competencies utilizing the Interprofessional Collaborative Competencies Attainment Survey (ICCAS) and 4 open-response questions. Convenience sampling was used to recruit 46 students (20 DPT; 26 MS-SLP) at the authors’ institution who participated in Sim IPE for the evaluation of a person who was post-stroke and had a communication disorder. Quantitative data analysis included descriptive statistics for the mean, standard deviation, and range for each item on the ICCAS. Additionally, each item was analyzed using the non-parametric Wilcoxon signed-rank test and bivariate ordinal logistic regression analysis. The average overall scores, grouped by pre, post, and the average difference, were then used to conduct two-way ANOVAs to compare ICCAS scores for participants from different disciplines and for learning style during the Sim IPE, either active participant or observer learner. Qualitative data generated via open response questions were analyzed using an inductive conventional content analysis approach. A significant change in ICCAS scores were found on 14 out of 20 items. Analyses revealed that discipline and learning style (active participant vs. observer learner) resulted in no significant differences in scores on the ICCAS despite the fact that the DPT students had previous experience in simulation while MS-SLP students did not. Qualitative analyses revealed 3 main themes: Patient Care is Enhanced Through Collaboration, Communication with Team Members is Key to Success, and Professional Roles and Scope of Practice. Findings of this study align with previous literature showing that well-designed Sim IPE that adhere to standards of best practice are effective for educating health professions’ students in interprofessional competencies and support expansion of the use of this andragogy in health professions training programs.