SPT and SPTA tandem learning in a pro bono environment: a model for intraprofessional learning

Article Sidebar

PDF HTML EPUB XML
Published May 30, 2022
DOI https://doi.org/10.52214/jcept.v4.8089

Main Article Content

Mitchell St. Clair
Department of Physical Therapy, Briar Cliff University, Sioux City, IA, USA
Brian A. Wienk
Department of Physical Therapy, Briar Cliff University, Sioux City, IA, USA
https://orcid.org/0000-0002-5439-9788

Abstract

Objective: Clinical education and collaboration are critical components of developing student physical therapists (SPTs) into safe and competent clinicians. While students may find themselves in various settings upon entering the workforce, working alongside a physical therapist assistant (PTA) is highly likely. With the rise in demand for therapy services, realistic and comprehensive training in SPT-SPTA (student PTA) collaboration is needed to support quality health care.


Model: A student-run pro bono clinic hosted within a Midwestern DPT Program uses a peer-to-peer model that provides the space for collaborative learning between SPTs and SPTAs. Serving as a clinical rotation site for 4 weeks, the pro bono clinic schedules an SPTA alongside a pair of SPTs.


Discussion: SPTs gain early experience in decision-making related to delegating tasks to SPTAs with various skill levels, engaging in intraprofessional communication and reporting improvements in confidence levels. Qualitative reporting from the SPTAs and their host institution’s faculty indicate that the team approach to learning has become a preference among their students. Furthermore, students feel more comfortable learning and working with fellow young professionals, showing more significant interactions with clients and more opportunities for clinical growth.


Clinical relevance: This model combines two previously described beneficial approaches to learning: a program attached pro bono clinic and a PT/PTA team learning environment. Integrating these concepts may catalyze intraprofessional education of SPTs and SPTAs.

References


  1. Declaration September 1978 of Alma-Ata: adopted at the international conference on primary health care, Alma Ata, USSR, 6–12 Sept. World Health Organization. Available from: https://www.who.int/publications/almaata_declaration_en.pdf [cited 26 April 2020].

  2. Learning together to work together for health – report of a WHO study group on multi-professional education of health personnel – the team approach. World Health Organization. Available from: https://apps.who.int/iris/bitstream/handle/10665/37411/WHO_TRS_769.pdf?sequence=1&isAllowed=y [cited 26 April 2020].

  3. Hammick M, Freeth D, Koppel I, et al. A best evidence systematic review of interprofessional education: BEME Guide no. 9. Med Teach (2007) 29(8): 735–51. doi: 10.1080/01421590701682576

  4. Watts NT. Task analysis and division of responsibility in physical therapy. Phys Ther (1971) 51(1): 23–35. doi: 10.1093/ptj/51.1.23

  5. Career resources for PTAs. American Physical Therapy Association. Available from: http://www.apta.org/PTA/Careers/ [cited 26 April 2020].

  6. The PT/PTA relationship: 4 things to know: APTA. Available from: https://www.apta.org/your-practice/supervision-teamwork/four-things-to-know-about-the-pt-and-pta-relationship [cited 26 April 2020].

  7. PT/PTA teamwork: models in delivering patient care. American Physical Therapy Association. Available from: https://www.apta.org/SupervisionTeamwork/Models/ [cited 26 April 2020].

  8. APTA code of ethics for the physical therapist. American Physical Therapy Association. Available from: https://www.apta.org/uploadedFiles/APTAorg/About_Us/Policies/Ethics/CodeofEthics.pdf [cited 26 April 2020].

  9. APTA code of ethics for the physical therapist assistance. American Physical Therapy Association. Available from: https://www.apta.org/apta-and-you/leadership-and-governance/policies/core-values-for-the-physical-therapist-and-physical-therapist-assistant. [cited 24 January 2021].

  10. Standards and required elements for accreditation of physical therapist education programs. Commission on Accreditation in Physical Therapy Education. Available from: https://www.capteonline.org/globalassets/capte-docs/capte-pt-standards-required-elements.pdf. [cited 1 April 2021].

  11. Solomon P. Interprofessional education: has its time come? J Phys Ther Educ (2010) 24(1): 3. doi: 10.1097/00001416-201010000-00001

  12. Black JD, Palombaro KM, Dole RL. Student experiences in creating and launching a student-led physical therapy pro bono clinic: a qualitative investigation. Phys Ther (2013) 93(5): 637–48. doi: 10.2522/ptj.20110430

  13. Directory: The Pro Bono Network. Available from: http://theprobononetwork.com/directory/ [cited 27 April 2020].

  14. Palombaro KM, Dole RL, Lattanzi JB. A case report of a student-led pro bono clinic: a proposed model for meeting student and community needs in a sustainable manner. Phys Ther (2011) 91(11): 1627–35. doi: 10.2522/ptj.20100437

  15. Reese S, Brown SR. Impact of a self-contained clinical learning space on a physical therapist assistant education program. J Phys Ther Educ (2018); 32(3): 258–63. doi: 10.1097/JTE.0000000000000041

  16. Mathews H, Smith S, Hussey J, et al. Investigation of the preferred PT-PTA relationship in a 2:2 clinical education model. J Phys Ther Educ (2010) 24(3): 50–61. doi: 10.1097/00001416-201007000-00007

  17. Hawthorne K, Cohoon C, Chambers E. Fostering PT-PTA student relationships, pilot study. Internet J Allied Health Sci Pract (2017) 16(1): Article 4. Available from: https://nsuworks.nova.edu/ijahsp/vol16/iss1/4/ [cited 26 April 2020].

  18. Arth KS, Shumaker EA, Bergman AC, et al. Physical therapist student outcomes of interprofessional education in professional (entry-level) physical therapist education programs. J Phys Ther Educ (2018) 32(3): 226–40. doi: 10.1097/JTE.0000000000000059

  19. Smith BS, Anderson K. Attitudes toward interprofessional education. J Phys Ther Educ (2018) 32(2): 183–90. doi: 10.1097/JTE.0000000000000039

  20. Declute J, Ladyshewsky R. Enhancing clinical competence using a collaborative clinical education model. Phys Ther (1993) 73(10): 683–9. doi: 10.1093/ptj/73.10.683

  21. Lattanzi JB, Campbell SL, Dole RL, et al. Students mentoring students in a service-learning clinical supervision experience: an educational case report. Phys Ther (2011) 91(10): 1513–24. doi: 10.2522/ptj.20100308

  22. Fitzsimmons A, Topp KS, O’brien BC. Investigation into physical therapist students’ interprofessional experiences during an 8-week clinical clerkship: a qualitative study. J Phys Ther Educ (2017) 31(2): 44–53. doi: 10.1097/00001416-201731020-00006

  23. George L, Bemenderfer S, Cappel M, et al. A model for providing free patient care and integrating student learning and professional development in an interprofessional student-led clinic. J Phys Ther Educ (2017) 31(2): 54–66. doi: 10.1097/00001416-201731020-00007

  24. Mccallum CA, Mosher PD, Jacobson PJ, et al. Quality in physical therapist clinical education: a systematic review. Phys Ther (2013) 93(10): 1298–311. doi: 10.2522/ptj.20120410

Article Details

Keywords:
education, physical therapy, intraprofessional, pro bono, student physical therapists
Issue
Vol. 4 (2022)
Section
Original Research Articles
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to Cite
St. Clair, M., & Wienk, B. A. (2022). SPT and SPTA tandem learning in a pro bono environment: a model for intraprofessional learning. The Journal of Clinical Education in Physical Therapy, 4. https://doi.org/10.52214/jcept.v4.8089