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A novel interprofessional teaching model for enhancing musculoskeletal examination skills in medical and physical therapy students

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Název: A novel interprofessional teaching model for enhancing musculoskeletal examination skills in medical and physical therapy students
Autoři: Caitlin Hudoba, James Wilcox, Amy Bayliss
Informace o vydavateli: World Physiotherapy Congress, 2025.
Rok vydání: 2025
Témata: Interprofessional education, Musculoskeletal: spine, Peer learning, Education: methods of teaching and learning
Popis: This educational model serves as a scalable framework for integrating physical therapy programs within medical school curricula. This type of collaboration may enhance patient care quality by fostering teamwork and mutual respect among healthcare professionals. Integrating PT students into MSK training for MD students represents an innovative educational strategy. This IPE initiative significantly improved MD students' confidence in their clinical skills, underscoring the potential for healthcare professional collaboration and improved patient care outcomes. The study involved 16 PT students and 40 MD students, organized into groups of 4-5 MD students working alongside pairs of PT students under the supervision of a PT faculty. One week before the IPE event both PT and MD students received a list of spine examination skills. MD students had previously been instructed in these skills during their medical school coursework and were expected to be able to perform these skills during clinical experiences. Pre- and post-surveys assessed MD and PT student confidence in lumbar and cervical examination, differential diagnosis, skill performance and treatment planning. An open-ended question, “What did you learn from interacting with a MD or PT student during this learning activity?” was included. The 60 minute IPE event comprised a review of subjective case details, hands-on spinal examination led by PT students, an evaluation of objective findings, and collaborative treatment planning. This abstract describes a novel interprofessional educational (IPE) approach utilizing physical therapy (PT) students as MSK educators for allopathic medical doctor (MD) student learners immediately prior to their first clinical experience. Data analysis employed a 2-way ANOVA with group (MD vs. PT) and time (Pre vs. Post) as independent variables. There was a main effect for group with PT scoring 12.7% (mean difference 3.32; 95%CI, 0.45 to 6.20) higher than Med (p=0.024). There was also a main effect for time with scores being 28.8% (7.03; 95%CI, 4.15 to 9.90) higher at Post (p
Druh dokumentu: Conference object
Jazyk: English
DOI: 10.82161/sx58-4w75
Přístupové číslo: edsair.doi...........196f5f995e84f5ac37f982c78da5ac87
Databáze: OpenAIRE
Popis
Abstrakt:This educational model serves as a scalable framework for integrating physical therapy programs within medical school curricula. This type of collaboration may enhance patient care quality by fostering teamwork and mutual respect among healthcare professionals. Integrating PT students into MSK training for MD students represents an innovative educational strategy. This IPE initiative significantly improved MD students' confidence in their clinical skills, underscoring the potential for healthcare professional collaboration and improved patient care outcomes. The study involved 16 PT students and 40 MD students, organized into groups of 4-5 MD students working alongside pairs of PT students under the supervision of a PT faculty. One week before the IPE event both PT and MD students received a list of spine examination skills. MD students had previously been instructed in these skills during their medical school coursework and were expected to be able to perform these skills during clinical experiences. Pre- and post-surveys assessed MD and PT student confidence in lumbar and cervical examination, differential diagnosis, skill performance and treatment planning. An open-ended question, “What did you learn from interacting with a MD or PT student during this learning activity?” was included. The 60 minute IPE event comprised a review of subjective case details, hands-on spinal examination led by PT students, an evaluation of objective findings, and collaborative treatment planning. This abstract describes a novel interprofessional educational (IPE) approach utilizing physical therapy (PT) students as MSK educators for allopathic medical doctor (MD) student learners immediately prior to their first clinical experience. Data analysis employed a 2-way ANOVA with group (MD vs. PT) and time (Pre vs. Post) as independent variables. There was a main effect for group with PT scoring 12.7% (mean difference 3.32; 95%CI, 0.45 to 6.20) higher than Med (p=0.024). There was also a main effect for time with scores being 28.8% (7.03; 95%CI, 4.15 to 9.90) higher at Post (p
DOI:10.82161/sx58-4w75