Nontraditional Approach for Interprofessional Service Learning in a Doctor of Physical Therapy Program: The Farm Worker Family Health Program

Exploring experiential learning within interprofessional practice education initiatives for pre-licensure healthcare students: a scoping review

“…Our findings revealed that only two articles resulting from our search used IPP as the main concept in relation to IPP education initiatives in [ 55 , 56 ], whereas the term interprofessional collaborative practice (IPCP) was used in five articles [ 50 , 53 , 57 – 59 ] and interprofessional education and collaborative practice was used in one article [ 60 ]. In 30 articles IPE was the sole concept used in association with IPP education initiatives.…”

“… Describing and/or evaluating the overall IPP initiative. Fourty-four articles provided a description of planning, implementation and/or evaluation of elements of an IPP program [ 48 – 50 , 57 , 59 , 60 , 62 , 65 , 67 , 69 , 71 , 72 , 75 , 78 , 81 , 87 – 91 , 93 , 96 , 100 – 121 ], while the intent of one article was to describe the importance of IPP in relation to service delivery, care and meeting the needs of a population [ 122 ]. Program evaluation of the overall implementation or outcomes of an IPP initiative, such as curriculum design, was identified as a primary purpose in 13 articles [ 56 , 59 , 75 , 95 , 98 , 114 , 117 , 123 – 128 ] and evaluation of impact of the IPP initiative on stakeholders (i.e., clients, health agency placements, etc.)…”

“…Evaluation of the impact of clinical placements on students’ attitudes and/or perspectives towards IPE, IPC, IPL, IPP, and/or their placement experience was a purpose in 30 articles [ 49 – 52 , 63 , 65 , 68 , 72 , 73 , 76 – 78 , 82 , 83 , 85 , 98 , 117 , 118 , 121 , 122 , 130 , 135 – 143 ]. In 28 articles a purpose was to describe some specific aspect of the students’ perceptions on their experience, learning, or success from the IPP education initiative, such as competency development, cultural beliefs, interprofessional socialization, understanding of complex health issues, or other aspect of professional development [ 49 – 51 , 54 , 55 , 58 , 60 , 66 , 72 , 74 , 75 , 79 , 80 , 97 – 99 , 116 , 118 , 122 , 123 , 127 , 130 , 133 , 142 , 144 – 147 ]. Two articles evaluated student perspectives on their placement experience in relationship to their intentions to pursue a particular focus, such as working in primary care or rural settings [ 94 , 139 ].…”

“…Demonstrating educational outcomes through IPP, such as acquisition of competencies related to IPC, discipline-specific competencies (e.g., assessments, interventions, clinical reasoning, etc. ), and self-directed learning, was an intention in 26 of the articles [ 50 , 51 , 54 – 56 , 60 , 63 , 75 , 77 , 78 , 83 , 84 , 86 , 91 , 93 , 95 , 101 , 102 , 106 , 108 , 110 , 116 , 127 , 130 , 134 , 135 ]. Gaining knowledge and being able to care for clients from diverse cultural, ethnic, racial, and/or other specific population groups (e.g., children, older adult, vulnerable, etc.)…”

“…Contributing to the community and creating awareness of the social determinants of health was an intention indicated for 11 of the IPP education initiatives, such as poverty and homelessness [ 62 , 71 , 76 , 81 , 85 , 105 , 119 , 130 , 143 , 145 , 147 ]. Improving the health care delivery system, addressing gaps in service delivery, addressing the needs of specific communities or populations, and improving care for clients were intentions described in 24 articles [ 59 , 60 , 71 , 75 , 76 , 82 , 84 – 86 , 95 , 99 , 102 , 104 , 105 , 112 , 113 , 117 , 119 , 126 , 128 , 133 , 140 , 145 , 146 ], and in five of the articles the goal was production of a skilled workforce that included development of leadership in IPP teams [ 52 , 82 , 94 , 123 , 147 ]. Increasing the understanding, interest, and number of graduate practitioners in primary health care and rural settings were specific intentions of three IPP education initiatives [ 94 , 108 , 130 ].…”