Oral Presentation - Research

Bridging Disciplines: Interprofessional Readiness and Insights from Interdisciplinary Anatomy Labs

- CDT
Room: Hill
Shirley Shirley profile pic
Shirley Quach, RRT, PhD
Program for Interprofessional Practice, Education and Research
Angela Angela profile pic
Angela Camozzi, MScPT, BEd
McMaster University
Kristina Kristina profile pic
Kristina Durham, MSc PhD
McMaster University
Track:
  • Innovative Approaches to Interprofessional Pedagogy and Education Science
A strong foundation in anatomy and physiology (A&P) knowledge is essential for all health care professionals. As Master of Science (MSc) in Physiotherapy (PT) and Occupational Therapy (OT) programs share similar A&P requirements, this common ground can be leveraged to provide an interdisciplinary learning opportunity.

Objective: To explore MScPT and MScOT students’ perceptions and attitudes towards learning introductory A&P within interdisciplinary labs at the outset of their program.Methods/methodology: First year PT and OT students participated in 3 interdisciplinary A&P cadaveric labs, covering introductory neuroanatomy, musculoskeletal and cardiorespiratory A&P. Each lab consisted of 15 to 20 students per discipline, for a total of 35. Anonymous e-surveys were distributed before and after the labs to collect students’ characteristics, perspectives, and feedback. The survey included the Teamwork and collaboration (T&C) subscale of the readiness for interprofessional learning scale and a global change scale (GCS) to assess value (-3 very low to +3 very high). Results reported as medians (Q1, Q3).Results: A total of 138 students were invited, 68 PT and 67 OT students. A total of 72 responses were received for the pre-lab survey (33 OTs, 39 PTs) and 36 (17 OTs, 19 PTs) for the post-lab survey. Pre and post T&C scores were 42 (38, 45) and 40 (37.5, 45) out of 45, indicating high readiness at program outset despite the small decrease (p=0.2). Only OT students’ T&C scores decreased from 43 (40, 45) to 39 (36, 41), p< 0.007. GCS scores ranged between -2 to +3 after the A&P labs, with 31 (86%) rating over zero to indicate their valuableness.Conclusions, implications, and curiosities: PT and OT students shared positive attitudes toward interdisciplinary A&P cadaveric labs. By merging student groups at the outset of their programs in the anatomy lab, students’ learning experience in interprofessional and A&P education can optimize future collaborations.

Learning Objectives

  • After this session, participants should be able to describe the PT and OT students' interprofessional attitudes toward learning after participating in interdisciplinary cadaveric labs.
  • After this session, participants should be able to discuss the value of interdisciplinary cadaveric labs.

References

  • 1. Björklund K, Silén C. Occupational therapy and physiotherapy students' communicative and collaborative learning in an interprofessional virtual setting. Scand J Occup Ther. 2021;28(4):264-273. doi:10.1080/11038128.2020.1761448
  • 2. Cleveland B, Kvan T. Designing learning spaces for interprofessional education in the anatomical sciences. Anat Sci Educ. 2015;8(4):371-380. doi:10.1002/ase.1539
  • 3. González Blum C, Richter R, Fuchs R, Sandeck F, Kunz K, Heermann S. Interprofessional education in medical and physiotherapy studies for future collaboration. Ann Anat. 2022;240:151850. doi:10.1016/j.aanat.2021.151850
  • 4. Hamilton SS, Yuan BJ, Lachman N, et al. Interprofessional education in gross anatomy: experience with first-year medical and physical therapy students at Mayo Clinic. Anat Sci Educ. 2008;1(6):258-263. doi:10.1002/ase.59