CHCS - Perspectives Summer/Fall 2017

College of Health Care Sciences 7 Opportunities for Expansion and Implementation Recently, Lynda Ross, D.H.S., D.P.T., PT, instructor, admin- istered a survey to her Tampa Hybrid Doctor of Physical Therapy students to learn about their perceptions regard- ing how faculty members can better prepare students for interprofessional practice. Students’ insights regarding their unique needs and gaps are important, and pedagogical strategies rooted in what students perceive to be most valuable will likely lead to increased engagement. Student recommendations included the following: • provide instruction on roles and responsibilities of other health care professionals • use case studies to provide practice for interprofessional communication in labs • engage with other professions to collaboratively address a complex case study • provide videos of interprofessional team meetings discussing patient care • expose students to the regulations or policies of co-treatment • offer shadowing opportunities or mock rounds with other professions • cover conflict management and resolution scenarios that involve multiple disciplines • offer interdisciplinary, collaborative community service experiences with reflection after the event In collaboration with the annual CHCS Leadership Institute, the Interprofessional Best Practices Subcommittee hosted a faculty in-service workshop in June 2016. The experience was designed to showcase current interprofessional experiences across the college and offer participants the opportunity to work together in breakout sessions to discuss how to implement future initiatives in their programs. Additionally, two guest speakers told participants about best practices in interprofessional education nationally. A second event is being planned for the fall of 2017 to continue to strengthen the knowledge and skills of faculty members and promote continued expansion of IPE initiatives and experiences across the College of Health Care Sciences. “Interprofessional education is an essential pillar of medical education. It facilitates student-to-student learning, enhances communication skills, promotes professional relationships, and readies students for collaborative practice.” —Suzie S. Wolf, M.S., PAS, PA-C, Assistant Professor and Chair of the Interprofessional Education Best Practices Committee (Continued on next page)