Single IPE Experiences in the Classroom

 

Balance & Vestibular

Semester: Spring

Programs: Audiology and Physical Therapy

Description: Developed in 2014, this required interprofessional education case-based experience between Audiology (2nd year) and Physical Therapy (2nd year) students focuses on roles, appropriate referrals and communication. 

Faculty Contacts: Rachel Wellons and Megan Majoue

Publication: Trommelen, R.D., Hebert, L., & Nelson, T.K. (2014). Impact on physical therapy and audiology students of an interprofessional case-based learning experience in education of vestibular disorders. Journal of Allied Health43(4), 194-200.

 


 

Endocrine System

Semester: Spring

Programs: Graduate Studies, Physical Therapy and Physician Assistant

Description: Developed in 2017, a faculty member in the Physiology department was interested in developing an interprofessional education class experience in the Endocrine block of a multidisciplinary Physiology course. Graduate Studies students (required - 1st year), Physical Therapy students (required – 1st year, 3rd semester), Physician Assistant students (required - 1st year, 1st semester) are provided a case highlighting the female athlete triad syndrome.  Students are divided into small groups representative of all three programs. Interprofessional discussions focus on professional roles as related to the case and recommended treatment options.  In addition, student groups develop a coordinated health team appointment calendar schedule reflective of treatment recommendations.

Faculty Contact: Scott Edwards

Publications:  Edwards, S., Molina, P.E., McDonough, K.H., Mercante, D.E., & Gunaldo, T.P. (2017). Integrating an interprofessional education experience into a human physiology course. The Journal of Physician Assistant Education28(3), 146-148.

Edwards, S., Molina, P.E., McDonough, K.H., Mercante, D.E., & Gunaldo, T.P. (2018). The potential of Interprofesional Education to Effectively Translate Physiology Curricula into Future Team-Based HealthcareAdvances in Physiology Education, 42, 354–359.

Harrison-Bernard, L., Naljayan, M., Mercante, D., Gunaldo, T., & Edwards, S. (2019). Longitudinal interprofessional education in a graduate physiology courseAdvances in Physiology Education.  

 


 

Renal System

Semester: Spring

Programs: Graduate Studies, Physical Therapy and Physician Assistant

Description: Developed in 2017, a faculty member in the Physiology department was interested in developing an interprofessional education class experience in the Renal block of an existing multidisciplinary Physiology course. Graduate Studies students (required - 1st year), Physical Therapy students (required – 1st year, 3rd semester), Physician Assistant students (required - 1st year, 1st semester) are provided a case highlighting acute kidney injury.  Students are divided into small groups representative of all three programs. Via Moodle, student groups are presented with a case.  Students are asked to record their group’s answers to clinical and interprofessional questions in Moodle. Interprofessional discussions focus on professional roles as related to the case.

Faculty Contacts: Jane Eason, Lisa Harrison-Bernard, Mihran Naljayan

Publications: Harrison-Bernard, L.M., Naljayan, M.V., Eason, J.M., Mercante, D.E., & Gunaldo, T.P. (2017). Effectiveness of interprofessional education in renal physiology curricula for health sciences graduate students. Advances in Physiology Education41(4), 594-598.

Harrison-Bernard, L., Naljayan, M., Mercante, D., Gunaldo, T., & Edwards, S. (2019). Longitudinal interprofessional education in a graduate physiology course. Advances in Physiology Education.

Renal IPE 3 2020