The potential of interprofessional education to translate physiology curricula effectively into future team-based healthcare

Abstract

Incorporating active interprofessional education (IPE) opportunities into the classroom setting is a potentially effective mechanism to enhance student learning both in the basic sciences and for future interprofessional collaboration. We integrated an IPE exercise into a graduate-level human physiology course at our health sciences center that enrolled physician assistant (PA), physical therapy (PT), and graduate studies students. Our activity adopted and targeted the four Interprofessional Education Collaborative (IPEC) competency domains of values/ethics (VE), roles/responsibilities, interprofessional communication, and teams and teamwork (TT). Effectiveness of the training exercise was determined via pre- and postsurveys, which assessed student self-perceptions of IPEC competency domains, as well as student reflections and evaluations of the exercise itself. We noted a significant improvement in each of the targeted IPEC subcompetencies among all of the students, and within both PT and PA groups when analyzed separately. Moreover, a positive correlation was found between the number of previous IPE experiences and presurvey IPEC VE and TT subcompetency ratings. Our discoveries provide an example of broad acquisition of IPE learning within the context of a physiology curriculum. Perhaps more importantly, our findings indicate that a history of IPE training sets the stage for future IPE learning, reflecting a potential for IPE to transform basic physiological principles into team-based practice and improvement in patient outcomes.