Interprofessional Orthotic and Prosthetic Seminar (IOPS): A Set of Interprofessional Workshops

TTUHSC Interprofessional Practice and Education (IPE) Experience

Title of the Interprofessional Practice and Education Experience

Experience Status

Approved

Approval Date Range

4/13/2017 - 11/13/2025

Criteria for Registering the IPE Experience

Involvement of two or more professions.
Opportunities to learn about, from, and with one another.
Significant interactivity between participants.
Teaching and/or learning about interprofessional practice and education is intentionally integrated into the activity. Interprofessional practice and education constructs are targeted with IPE learning objectives are also discussed, trained, reviewed, and/or assessed as part of the learning activity.

Type of IPE Experience

Workshop, interactive demo, or small group activity
Didactic learning

IPEC Core Competencies Targeted by this IPE Experience

Communication: Communicate in a responsive, responsible, respectful, and compassionate manner with team members.
Roles and Responsibilities: Use the knowledge of one’s own role and team members’ expertise to address individual and population health outcomes.

Quintuple Aim Strategic Goals Discussed in this IPE Experience

Improving patient and/or population health outcomes

Detailed Description and Purpose of the IPE Experience

The Interprofessional Orthotic and Prosthetic Seminar (IOPS) implements a healthcare team including: Orthotist, Prosthetist, Occupational Therapist, Physical Therapist, and Athletic Trainer to bring hands on clinical training to doctor of physical therapy students. The physical therapy students will have breakout sessions teaching on: sports braces, lower extremity orthotics for adults and pediatrics, prosthetics components and residual limb care, and upper extremity splinting. They will have one hour of UE splinting, and six other 30 minute breakout sessions with case scenarios of when products used and time to clinically work with products. Occupational therapy students will be teaching assistants during the seminar, but will have a full hour to see a few breakout sessions as well. The IOPS is a 4.25 hour event that is part of the DPT course HPPT 8226. At the end of the seminar a 15 minute discussion and feedback time will occur with all students and presenters. A facilitator will ask questions about content learned and application across the PT and OT field of practice. 1. During the beginning each breakout sessions, facilitators will define roles for health professionals related to the prosthetics or orthotics during that session. At the conclusion of each breakout session facilitators will address the need for teamwork and communication across health care professionals dealing with the orthotics or prosthetics. 2. During the conclusion, all students will be together for a wrap of learning that occurred throughout the day. In addition, a time of facilitator led discussion on how interprofessional communication is needed with orthotics and prosthetics. 3. Following the event, a student survey for PT and OT students will be given to assess interprofessional practice and education related to the IOPS. Below is a list of the breakout sessions: • One breakout session will include a TTUHSC Occupational Therapist professor explaining the roles of OT vs PT with upper extremity splinting. Then the OT professor and OT students will do a psychomotor lab to let the PT students make a thumb spica splint. During this time the PT and OT students are assigned the task of comparing their curriculum in regards to orthotics. The PT students will be broken up into groups of four. All groups will have one full hour to work on this breakout session with the OT professor and students. The OT students are allowed time to go to two breakout sessions of their chose. This will allow them to see a lower extremity orthotic or prosthetic. Then later the OT student will have to reflect the correlation of that breakout session to their practice. • One breakout session will be a TTUHSC Physical Therapy professor demonstrating in a lab setting how to stump wrap a residual limb, use of shrinkers, and prosthetic components. Students will use positive mold residual limbs to practice the techniques. Application will be discussed as to why OT and PT students need to k

Level of IPE Integration

1. Foundations Level: Consists of introductory learning activities that provide learners with the opportunity to interact and learn from professionals and peers from disciplines beyond their own. The desired outcome for activities offered at this level is that learners will gain a deeper understanding of their profession while gaining an appreciation for the perspective and roles of other professions.

Attendance or Participation in the IPE Experience

Certificate credit
Course requirement - Participation grade 5% in HPPT 8226 Orthotics & Prosthetics for DPT Students
CV credit
Portfolio credit

Frequency of the IPE Experience

01. Annually
One time only in Spring every year.

Duration and/or Timeline of the IPE Experience

05. 8 to 10 hours
IOPS is 6-7 hours depending on the year.

The day starts at 9:00 with an introduction. Then students go through 5-7 breakouts sessions with teaching facilitators. At the end of the day at 3:00-3:15 a wrap up and review of learning outcomes met.

Campus and/or Location of the IPE Experience

Lubbock

Average Number of Learners Participating in the IPE Experience

02. 51 to 100
There will be 70-75 students and 7-10 health care professionals.

Target Audiences

Graduate School of Biomedical Sciences Audiences

School of Health Professions Audiences

Physical Therapy, DPT
Athletic Training, MAT
Occupational Therapy, OTD

School of Medicine Audiences

School of Nursing Audiences

School of Pharmacy Audiences

School of Population and Public Health Audiences

Other

IPE Learning Objectives for the Experience

Values and Ethics

VE08. Apply high standards of ethical conduct and quality in contributions to team-based care.
VE09. Maintain competence in one’s own profession in order to contribute to interprofessional care.
VE01. Promote the values and interests of persons and populations in health care delivery, One Health, and population health initiatives.

Roles and Responsibilities

RR02. Collaborate with others within and outside of the health system to improve health outcomes.

Communication

C02. Use communication tools, techniques, and technologies to enhance team function, well-being, and health outcomes.
C04. Promote common understanding of shared goals.

Teams and Teamwork

TT01. Describe evidence-informed processes of team development and team practices.
TT03. Practice team reasoning, problem-solving, and decision-making.
TT05. Apply interprofessional conflict management methods, including identifying conflict cause and addressing divergent perspectives.

Type of Learner Assessment Administered

Attitudinal and/or perceptions survey

Formal Assessment Protocol used, if Applicable

Type of Program Evaluation Administered

Activity feedback/evaluation – from faculty, facilitators, and/or preceptors
Facilitated debrief with planning committee

Provide Details on the Potential Sustainability of the IPE Experience

Dedicated personnel
Integrated into program curriculum
Met an identified need or gap
The SHP, and the Office of Interprofessional Education is committed to continuing the IOPS every year. This IPE event offers a unique way to have health professional students teach one another and share skill sets.

Provide Dedicated Funding Sources:

Decentralized school or program funding

Roles of Faculty/Staff in the IPE Experience:

Facilitators
Planning committee members
Joan Potter-Brunet and Doug Dendy will coordinate with facilitators the learning outcomes wanted from the seminar.

Additional Information About the IPE Experience, if Necessary

IPE Experience Organizer

School of Health Professions

Contact Person(s) and Contact Information for the IPE Experience

Doug Dendy 806-743-323, doug.dendy@ttuhsc.edu
Joan Potter-Brunet 806-414-9685, Joan.Potter@ttuhsc.edu