English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

Research suggests that physical therapists’ (PT) perceptions of physical therapist assistant (PTA) roles are incongruent with PTAs’ level of training and that these inaccurate perceptions may impede collaborative work. Interprofessional education—learning with, from, and about other students in different professions—results in improved understanding between health profession students and subsequent improved healthcare team function and patient outcomes. Connecting PTs and PTAs during their academic careers can promote improved clinical collaborations, but logistics often prevent these encounters. METHODS We developed a pilot, mixed-methods, blended education intervention with PT and PTA students from local programs to determine if this intervention can positively affect knowledge, attitudes and beliefs of PT and PTA students about each other. A PT and PTA instructor conducted the educational session. PT and PTA students completed pre-readings and met face-to-face for a case-based interactive session regarding state regulatory and supervisory requirements. We evaluated knowledge about state regulations and license requirements using a 6-item pre-post session knowledge quiz about state regulations, attitudes and belief using a pre-post Readiness for Interprofessional Learning Survey, and general session feedback with an electronic post-course feedback survey.RESULTS Knowledge scores significantly improved for PT and PTA students. PT students significantly improved in the “Teamwork and collaboration” Readiness for Interprofessional Learning Survey sub-domain. Qualitative comments were that both groups of students enjoyed interacting and learning about each other’s educational requirements and wanted more time together.

Use of a Case-Based Blended Educational Session to Improve Physical Therapy Intraprofessional Knowledge and Attitudes