Structuring Interprofessional Education (Part 1)

Brandon Eddy

1/19/2017 1:03 AM

“My hospitalists just have no idea what a speech-language pathologist does”

“I feel like that PT is trying to be the expert in my [speech-language pathology] field”

“I just feel so much tension when I am trying to see my kids for push-in services in that teacher’s classroom”

These are all comments I have heard from my early-professional colleagues, and are experiences with which many professionals can relate. Many early-professionals (and possibly those who have been in the field for a while) are unsure how to provide education to those in different disciplines or in resolving workplace conflicts. Interprofessional education at the graduate level is the key to learning techniques of conflict management, interprofessional communication, and teamwork.

In the previous post, we discussed some of the challenges to integrating interprofessional education into graduate coursework and clinical experiences. The purpose of this post is to describe an example of how graduate programs might consider integrating interdisciplinary teamwork within graduate coursework. To do so, we will pull from techniques currently used by graduate programs engaging in interprofessional education, and techniques used by the Leadership Education in Neurodevelopmental and related Disabilities (LEND) program.

LEND is an interdisciplinary training program for graduate students and professionals across the nation funded through the Title V program of the Maternal and Child Health Bureau. This nationwide program is an exemplary model of how interdisciplinary teamwork and training can be achieved. Trainees engage in collaborative teamwork experiences with professions including Occupational Therapy, Physical Therapy, Social Work, Public Health, Neurodevelopmental Pediatrics, Pediatric Dentistry, Counseling Psychology, Family Advocacy, and more. Trainees learn the scope of each discipline and how their field integrates within the larger interdisciplinary team to promote the care of individuals with disabilities and their families. Faculty members and administrators interested in initiating an interprofessional education program are encouraged to contact their local LEND director for mentorship in establishing this program.

Ogletree (2015) describes how an AAC course in speech-language pathology graduate programs may be an easy course to begin integrating interdisciplinary teamwork. Likewise, some strategies to integrate interprofessional education through AAC services will be discussed in this post.

First, it is vital to identify faculty champions across collaborative disciplines. Since the focus of this example is on AAC services, the faculty champions will ideally teach courses in assistive technology (including AAC), have significant experience in interdisciplinary clinics, and be excellent role models of teamwork. A level of close collegiality, history of working together, and friendship may be desired given the challenge ahead.

Once selected, faculty champions should seek administrative buy-in. Many professional organizations have already moved in support of interprofessional education, and the benefits of interdisciplinary care are intuitive and well-established (refer to Ogletree, 2015). Further, students with interdisciplinary practice experience are more desired within the work force, and such a program may potentially increase employment of their students in lucrative job positions. This may become a significant draw as the demand for students with interdisciplinary experience becomes explicitly requested by employers. Given evidence, innovation, and possibility to improve attendance, interprofessional education will hopefully promote itself to administrators.

Buring et al. (2009) suggests to next choose curricular themes, evaluate students and match students based on education level and maturity, determine when and where interprofessional education will take place, how it will fit into curricular schedules, and establish who will facilitate the interdisciplinary curriculum. In an interdisciplinary assistive technology course, objectives may include to provide hands-on experiences with a variety of assistive technology tools (speech-language pathology students may focus on AAC tools and accessories; occupational therapy students may focus on adaptive play, adaptive writing tools, environmental controls, and power mobility; physical therapy students may focus on adaptive mobility tools and power mobility) and learning how to evaluate, treat, and collaborate within an interdisciplinary model. Students across disciplines should be matched for level of clinical experience.

With these supports in place, a foundation will be established that will allow for a creative classroom structure envisioned by the faculty champions involved. Moving forward, creative faculty are necessary to establish a class schedule, decide on methods for evaluating their students, and plan curriculum activities to promote interprofessional education and teamwork (to be discussed in the next post). It is my hope that faculty members will plan their courses while bearing in mind the messages we hear from early professionals, such as those mentioned in the beginning of this post. What other messages or considerations would you recommend for faculty planning an interdisciplinary course?


Resources:
Buring S. M., Bhushan, A., Broeseker, A., Conway, S., Duncan-Hewitt, W., Hansen, L., & Westberg, S. (2009). Interprofessional education: Definitions, student competencies, and guidelines for implementation. American Journal of Pharmaceutical Education, 73(4), 59.

Ogletree, B. T. (June, 2015). Meeting complex communication needs associated with genetic syndromes: A call to interprofessional education and practice. Perspectives on Augmentative and Alternative Communication, 24, 67-73.

Speech-Language Pathologist,Educator,Occupational Therapist,Physical Therapist,Researcher,Other,teamwork

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