An Interprofessional Rehabilitation University Clinic in Primary Health Care: A Collaborative Learning Model for Physical Therapist Students in a Clinical Placement

Abstract

Background and Purpose. Collaborative work among health care professions is the key to quality patient/client care and interprofessional care, the way of the future. Hence, interprofessional collaboration should be integrated in future health professional education process. The purpose of this paper is to describe the development, theoretical frameworks, and implementation phases of an innovative model of interprofessional clinical education and to present preliminary outcomes of students' learning emerging from the program evaluation of the first 2 years of implementation. Method/Model Description Evaluation. Two questionnaires were used to monitor students' learning, a French version of the Readiness for Interprofessional Learning Scale (RIPLS) and the Description of a Meaningful Interprofessional Learning Situation Tool, developed internally. Data from the first questionnaire were analyzed with paired t-tests using SPSS software and content analysis was conducted in relation to the 3 learning objectives for the second questionnaire. The ATLAS/ti software program was used for the organization of data. The model describes a university clinical learning environment that provides the opportunity for health care students from 8 different programs to experience first-hand interprofessional collaboration in a student/professional team environment, while providing services to the Francophone minority population. The model is theoretically framed by the Interprofessional Education for Collaborative Patient-Centred Practice (IEC-PCP) Canadian framework, the Disability Creation Process Model, Mezirow's adult learning theory, and Kolb's experiential learning theory. Outcome. Since the Interprofessional Rehabilitation University Clinic in Primary Health Care opened its doors to patients/clients and students in November 2006, it has demonstrated substantial progress in achieving the objectives outlined at its inception. Over 295 patients/clients have received interventions carried out within an interprofessional collaborative model. Results suggest that interprofessional education enables physical therapist students to gain knowledge of other health professionals, facilitates the development of professional identity and students' own practice, and helps develop competencies in delivering quality care. Discussion. The clinic facilitates reflective learning experiences on how various professionals' roles and responsibilities complement each other and attitudes that foster collaboration. It successfully assists in preparing future collaborative health professionals. In addition, interprofessional education is greatly appreciated by students. Conclusion. This interprofessional rehabilitation university clinic is a welldesigned, successful model that can be applied in a variety of settings to increase the access of individuals to greatly needed health services and to ensure the education of future health professionals, as well as their readiness to participate in interprofessional collaborative teams.