Assessing Change in Interprofessional Collaborative Competency of Physician Assistant Students After Observing an Occupational or Physical Therapy Session.
Jul 2026· The journal of physician assistant education : the official journal of the Physician Assistant Education Association· 0 citations· 13 references
Medicine
TL;DR
Results suggest the observation broadened student understanding of interprofessional roles and enhanced confidence in collaborative teamwork and highlighted the value of interprofessional educational experiences to foster collaborative care.
Abstract
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.
Observational insights contributed to refining educational practices and advancing interprofessional education initiatives while preparing OT students for their transition from campus to community.
Elizabeth W. Crampsey, Shelley Cohen Konrad, Debra Ford· Open Journal of Occupational...· 0 citations
It is demonstrated that a single, well-designed interprofessional simulation session can yield meaningful educational benefits, with potential downstream benefits for patient safety in critical-care environments.
Niall Brown, Samuel Wilson, Mathieu Figeys et al.· Health Education in Practice...· 0 citations
Interprofessional education (IPE) plays a key role in preparing healthcare professionals for future collaborative practice. We explored the attitudes of first-year medical and physician associate (PA) students toward the team approach to care. Students participated in three IPE sessions, using cases designed to prompt discussion regarding professional roles, responsibilities, and team dynamics. We explored the impact of the sessions using the Students Perceptions of Interprofessional Clinical Education-Revised (SPICE-R2) instrument and focus groups. Fifty students completed the presurvey, and 48 students completed the postsurvey. There were increases in mean scores related to "teamwork and collaboration," "roles and responsibilities," and "patient outcomes." Focus group data suggested that both medical and PA students agreed that their education benefitted from the IPE sessions and that their ability to practice effectively as part of an interprofessional team would be enhanced as a result. Many students admitted to not having a clear understanding of their respective roles before the sessions and agreed that care delivered as part of an interprofessional team would positively impact patient care and reduce healthcare costs. The sessions helped students to understand their respective roles and responsibilities, and the importance of collaborative practice in improving patient outcomes.
Pauline Joyce, Michelle O’Toole, Elizabeth Dolan et al.· Journal of Interprofessional...· 0 citations
Patient care in inpatient settings is challenging for health care students and requires adaptive behavioral, cognitive, and technical skills that can be enhanced with simulation-based education (SBE). This study investigates how repeated SBE experiences created in line with the Academy of Acute Care Physical Therapy Core Competencies for Entry-Level Practice in Acute Care Physical Therapy (AACPT-CCACPT) during Doctor of Physical Therapy (DPT) coursework affect self-confidence with patient management. We hypothesized that student self-confidence in skill and readiness to practice would improve from the introduction of SBE to the end of a terminal clinical experience (CE-T).
A convenience sample of DPT students in 2 cohorts (Class of 2024: n = 84; 2025: n = 83) was recruited during courses with progressively complex SBE to complete a confidence self-assessment survey 3 times. Using SPSS Statistics 29, a paired
t
-test was used to determine if a statistically significant increase in self-confidence for Class '25 occurred between pre and post SBE periods, and a one-way RM ANOVA for Class '24 and '25 within pre, post, and CE-T time points.
Paired
t
-test results for ('25) indicated a statistically significant mean increase in self-confidence at post-test compared with pretest when comparing pre and post SBE periods scores (
P
< .001). One-way RM ANOVA results for '24 between pre, post, and CE-T (
P
< .001) and Class '25 between pre, post, and CE-T (
P
< .004) indicated a statistically significant mean increase in self-confidence and perception of readiness to practice.
DPT students reported increased self-confidence after SBE and after CE-T. Progressively complex SBE may improve DPT student preparedness for inpatient practice.
Amy J. Rich, Rebecca D. Downey, Melissa C. Hofmann· Journal of Acute Care Physic...· 0 citations
Examination of 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 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.
Sheri Kiami, Sarah C. Young-Hong, Wendy C Georgan et al.· Journal of Acute Care Physic...· 0 citations
Patient partnership in health education promotes collaborative and humanistic care. In pharmacy education, however, this approach remains uncommon. We aimed to co‐construct and assess a teaching session on pain management and dispensing refusal, involving patients as full partners. A participatory approach was used. A first focus group (patients, educators, pharmacist, educational researcher, student) defined the curriculum's goals and key skills. A second focus group co‐developed a video of a dispensing refusal scenario. The final session, integrated into the third‐year pharmacy curriculum, used this video and Wooclap® for interaction. Student self‐efficacy and attitudes were assessed via pre/post‐questionnaires and focus group feedback. Interprofessional collaboration was analysed using D'Amour's framework. Students reported better knowledge of pain types and analgesic mechanisms, but also stronger soft skills: listening, non‐judgement, and patient support. They increasingly recognized the importance of explaining treatment and adapting strategies. The co‐construction process strengthened collaboration between team members. Patients contributed experiential knowledge to the teaching design and objectives, while professionals ensured alignment with academic standards. Interprofessional collaboration was classified as active. This pilot supports the feasibility and impact of involving patient partners in designing pharmacy education. The session improved both technical and relational competencies. Patient involvement helped shift from a provider‐centred to a partnership model. Future work should explore including patients as assessors in student evaluations, enabling them to co‐evaluate both knowledge and interpersonal skills in authentic scenarios.
M. Luc, G. Hache, Caroline Hache· Curriculum Journal· 0 citations