Differential Diagnosis of Aphasia: An Interprofessional Problem-Based Learning Activity


TTUHSC Interprofessional Practice and Education (IPE) Experience


Title of the Interprofessional Practice and Education Experience

Differential Diagnosis of Aphasia: An Interprofessional Problem-Based Learning Activity


Experience Status

Approved


Approval Date Range

11/11/2016 - 6/5/2025


Criteria for Registering the IPE Experience

  • Involvement of two or more professions.
  • Significant interactivity between participants.
  • Opportunities to learn about, from, and with one another.
  • 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

  • Case-based and/or problem-based learning

IPEC Core Competencies Targeted by this IPE Experience

  • Roles and Responsibilities: Use the knowledge of one’s own role and team members’ expertise to address individual and population health outcomes.
  • Communication: Communicate in a responsive, responsible, respectful, and compassionate manner with team members.
  • Teams and Teamwork: Apply values and principles of the science of teamwork to adapt one's own role in a variety of team settings.

Quintuple Aim Strategic Goals Discussed in this IPE Experience

  • Improving patient and/or population health outcomes

Detailed Description and Purpose of the IPE Experience

Interprofessional problem-based learning (PBL) is a widely used tool to collaboratively educate/train teams of students from a variety of health care professions. Interprofessional PBL is a student-centered teaching/learning method that uses problems relevant to desired learning outcomes as a means of encouraging self-directed learning, critical thinking, lifelong learning, team collaboration, interprofessional communication, and self-evolution among students. Interprofessional PBL requires student collaboration to develop strategies to resolve problems, consider alternative solutions, and justify their solution to others. The goal of this interprofessional PBL activity was for interprofessional teams of students to work collaboratively to solve for a differential diagnosis of aphasia in samples and cases of patients who present with acute onset of changes in functional communication. Interprofessional teams include 2nd year medical students (MS2), graduate occupational therapy students, and graduate speech-language pathology students. The interprofessional PBL activity has 2 components including a component on the anatomical and physiological foundations of aphasia, as well as a differential diagnosis component based on video and case presentations.

Objectives for this interprofessional PBL activity include:

1. Expand teamwork skills essential for health care students to work collaboratively to solve problems.
2. Increase team communication skills during shared learning experiences.
3. Understand the roles and responsibilities of other health care professions in the care of patients with aphasia.


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 - For the SLP and medical students, this IPECPLA was integrated into the course curriculum
  • Portfolio credit
  • Portfolio credit for OT

Frequency of the IPE Experience

  • 01. Annually
  • one time event per academic year

Duration and/or Timeline of the IPE Experience

  • 02. 1 to 3 hours
  • Two hours

Campus and/or Location of the IPE Experience

  • Lubbock

Average Number of Learners Participating in the IPE Experience

  • 05. 201 to 300
  • Total number of participating students: 230

    Number of students:
    Medical students (MS2):180
    SLP: 35
    OT:18

Target Audiences

Graduate School of Biomedical Sciences Audiences


School of Health Professions Audiences

  • Speech-Language Pathology, MS
  • Occupational Therapy, OTD

School of Medicine Audiences

  • MS 2

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

  • VE01. Promote the values and interests of persons and populations in health care delivery, One Health, and population health initiatives.
  • VE03. Uphold the dignity, privacy, identity, and autonomy of persons while maintaining confidentiality in the delivery of team-based care.
  • VE04. Value diversity, identities, cultures, and differences.
  • VE05. Value the expertise of health professionals and its impacts on team functions and health outcomes.
  • VE06. Collaborate with honesty and integrity while striving for health equity and improvements in health outcomes.

Roles and Responsibilities

  • RR05. Practice cultural humility in interprofessional teamwork.
  • 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.
  • C05. Practice active listening that encourages ideas and opinions of other team members.
  • C01. Communicate one’s roles and responsibilities clearly.

Teams and Teamwork

  • TT04. Use shared leadership practices to support team effectiveness.
  • TT06. Reflect on self and team performance to inform and improve team effectiveness.
  • TT02. Appreciate team members’ diverse experiences, expertise, cultures, positions, power, and roles towards improving team function.

Type of Learner Assessment Administered

  • Formative assessment

Formal Assessment Protocol used, if Applicable

The validated Interprofessional Socialization and Valuing Scale was administered following this interprofessional problem-based learning activity.

Type of Program Evaluation Administered

  • Activity feedback/evaluation – from faculty, facilitators, and/or preceptors
  • Activity feedback/evaluation – from learners
  • Facilitated debrief with planning committee
  • Satisfaction survey results

Provide Details on the Potential Sustainability of the IPE Experience

  • Dedicated personnel
  • There is commitment by all programs and schools to continue this interprofessional event. The faculty members involved are committed to the continuance of this IPE activity..

Provide Dedicated Funding Sources:

  • In-kind contributions

Roles of Faculty/Staff in the IPE Experience:

  • Facilitators
  • Instructors and/or preceptors
  • Three faculty members facilitate the laboratory component and 9 facilitate the small group case discussions. faculty from OT, SLP and medicine are involved.

Additional Information About the IPE Experience, if Necessary


IPE Experience Organizer

  • School of Health Professions
  • School of Medicine

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

R. Lisa Popp, PhD Organized this event
Mekinda Corwin, PhD Co-organizer of this event
Planning Committee:
Dawndra Sechrist, OTR, PhD; Laurie Stelter, OTR, MA