Assessing Change in Interprofessional Collaborative Competency of Physician Assistant Students After Observing an Occupational or Physical Therapy Session.

INTRODUCTION The purpose of this study was to measure the change in interprofessional competency of physician assistant (PA) students through observation of occupational therapy (OT) and physical therapy (PT) in a university, student-run pro bono therapy clinic. The study aimed to expand knowledge of rehabilitation interventions to PA students for improved collaborative practice.

Methods

Using a retrospective pretest-posttest design, 75 PA students observed an OT or PT treatment session at a student-run pro bono clinic. The modified Interprofessional Collaborative Competency Attainment Survey measured self-perceived skills across 6 competency domains. It asked participants to reflect on their competencies before and then after the observation. Open-ended survey questions were used to identify qualitative themes regarding the learning experience.

Results

Mean total competency scores increased significantly from 3.73 (SD 0.94) before the observation to 4.31 (SD 0.65), P < .001. Significant increases were found across all 6 subscales (P < .001). Qualitative analysis identified 5 themes: knowledge of colleagues, collaboration maximizing care, recognizing when to refer, active listening, and functional training provided by OT and PT.

Discussion

Results suggest the observation broadened student understanding of interprofessional roles and enhanced confidence in collaborative teamwork. Students experienced a meaningful shift in awareness regarding OT and PT scopes of practice. They expressed enhanced understanding of patient-centered care that incorporates functional goals. This knowledge change highlighted the value of interprofessional educational experiences to foster collaborative care.