Interprofessional and intraprofessional teams in a standardized patient assessment lab

Abstract

Purpose: To report on the relative quality of patient care plans produced by students working in interprofessional or intraprofessional teams, as well as student expectations and experiences working with the different collaborative models. Methods: Students from the health disciplines of pharmacy, nutrition and physical therapy were assigned to work in one of three team types: (a) pharmacy þ nutrition þ physical therapy; (b) pharmacy þ physical therapy; or (c) pharmacy-only. The 90 min assessment lab was conducted in a professional practice lab at the College of Pharmacy and Nutrition, University of Saskatchewan. A case study approach was used with trained patient-actors role-playing a hospitalized patient newly diagnosed with a vertebral compression fracture. Together, each student team interviewed a patient-actor and developed a comprehensive care plan. Results: Students exceeded their expectations with regard to their ability to participate in the patient interview process, develop the care plan, and communicate with the patient and other team members. The nutrition and physical therapy students exceeded their expectations more than the pharmacy students. No significant differences were found between team types as to recommendations made for calcium and vitamin D supplements, the use of a pharmacologic agent, or exercise. On average, interprofessional teams scored higher with recommendations made for pain management, patient education, patient follow-up, global assessment of the care plan, and total score obtained for the plan. Conclusions: Pharmacy students working in teams with other health disciplines produce more complete patient care plans than pharmacy-only teams. Assessment lab activities also appear to increase student support for interprofessional teams and appreciation for contributions made by other health care professions.