Lessons Learned After Integrating the Five Steps of Evidence-Based Practice Into a Doctor of Physical Therapy Curriculum.

Background And Purpose: Teaching evidence-based practice (EBP) has become a standard curricular goal for Doctor of Physical Therapy (DPT) education programs. In 2014, the American Physical Therapy Association published a consensus document to provide guidance on curricular objectives for teaching EBP in entry-level DPT programs. The document reinforced the need to promote skills related to the efficient and critical consumption of published evidence.

Interprofessional Active Learning Environment Employing Virtual Reality Simulation to Promote Telehealth Practices and Psychosocial Well-Being.

Issue: As healthcare educators, we must continually evaluate innovative technologies and practices that may assist us in meeting the complex needs of individuals. In this study, we sought to address some barriers associated with using virtual reality (VR) to assess an interprofessional team of students' knowledge of and practice with telehealth and their ability to address psychosocial health.

Methods: A non-experimental, descriptive, embedded (explanatory quan/QUAL) mixed methods design of 240 students enrolled in the IPE Journey of Professional Trans-formation, Fall 2022.

Interprofessional Education Module on Professionalism, Ethics, and Teamwork: Insights from Program Review Data of Health Professions Students.

Formal interprofessional education provides health sciences students the opportunity to develop their knowledge in teamwork, communication, collaboration, and ethics. The purpose of this paper is to describe interprofessional students' perceptions of professionalism, ethics, and teamwork before and after being immersed in an interprofessional education Module on these topics. Through a program review process, pre- and post-Module survey responses from 10 interprofessional students were randomly reviewed by five faculty from different health sciences disciplines.

Academicians and Neurologic Physical Therapy Residents Partner to Expand Clinical Reflection Using the SOLO Taxonomy: A Novel Approach.

Creating curriculums that develop physical therapy (PT) students into evidenced-based, critically reflective, entry-level practitioners is one of the primary goals for PT programs. Academic faculty partnering with neurologic residency programs to design learning environments that capitalize upon the strengths of both can create insightful educational experiences for students during their didactic training. These partnerships support the development of critical thinking skills and provide mentorship for residents transitioning from their role as a clinician to that of an educator.