Interprofessional, Collaborative Learning Via Online Patient Safety Module for First- Year Physical Therapy and Third-Year Pharmacy Students
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Document Type
Presentation
Presentation Date
6-5-2014
Abstract
Objectives:
1. Understand how using creativity and flexibility allowed interprofessional learning and collaboration among students from two courses in two separate programs.
2. Select topics within their own curriculum that are appropriate for interprofessional learning and collaboration.
3. Identify facilitators and barriers to the implementation of the interprofessional learning module.
4. Reflect on lessons learned, particularly based on student feedback. 5. Apply these methods to their own curriculum.
Presentation: 34 minutes
Recommended Citation
Levinson, PT, PhD, MFT, Marcia and King, PharmD, BCPS, CGP, Amber, "Interprofessional, Collaborative Learning Via Online Patient Safety Module for First- Year Physical Therapy and Third-Year Pharmacy Students" (2014). Thomas Jefferson University Faculty Days. Paper 12.
https://jdc.jefferson.edu/tjufacultydays/12
Comments
This presentation will describe how first year Physical Therapy and third year Pharmacy students in two different programs and two different levels of experience and education came together to learn about patient safety and medical errors while sharing each other’s personal and professional experiences and knowledge. The content was presented as a wiki on Blackboard Learn, and centered around a video describing an actual medical error. PowerPoint® presentations, discussion boards, and a group project were utilized. The presentation covered a general introduction to patient safety, including the importance of the healthcare culture and communication, root cause analysis (RCA) and post-RCA support for the healthcare team members. Students were evaluated based on their contributions to the discussion board and root cause analysis group project. Both assignments promoted collaborative learning between the students. We will discuss the logistics of implementation, along with student feedback on the interprofessional aspect of the module.
Marcia Levinson, PT, MFT, PhD
Marcia Levinson is an Associate Professor at Thomas Jefferson University, in the department of Physical Therapy. She has extensive clinical, teaching and research experience with adults and children. Her clinical work has focused on pediatric physical therapy home-care and center-based early intervention and school-based practice, predominantly with children with Cerebral Palsy, Developmental Delay, and various neurologic diagnoses. Her academic experiences include teaching core curriculum courses in the Doctor of Physical Therapy program, including Clinical Decision Making in Pediatrics, Motor Development through the Lifespan, Teaching and Learning, Clinical Care Practice: Interprofessional Course, and also teaching and involvement in a multitude of other interprofessional courses including a new elective course, Interprofessional Contemporary Therapeutics Aquatics. Her research consists of investigation of motor learning in infants and the effects of a unique comprehensive pre-school fitness program. Marcia received the Dean’s Faculty Achievement Award (2008) and the Award for Excellence in Interprofessional Education (2012).
Amber E. King, PharmD, BCPS
Dr. King is an Assistant Professor in the Jefferson School of Pharmacy at Thomas Jefferson University in Philadelphia, Pennsylvania. Dr. King earned her PharmD at The University of the Sciences in Philadelphia and then completed pharmacy practice and critical care residencies at Thomas Jefferson University Hospital. She is a board certified pharmacotherapy specialist and serves as a clinical pharmacist in the neurosurgical ICU at Jefferson Hospital for Neuroscience.