Standardized Patients and Communities of Practice: A Realistic Strategy for Integrating the Core Values in a Physical Therapist Education Program

Abstract

Background and Purpose. Physical therapist (PT) educators are challenged to develop strategies that teach and reward student development of professional core values critical to effective patient-provider relationships. While teaching and evaluating student acquisition of clinical excellence, academicians may not utilize strategies for examining skill development in the professional or affective domain. The purposes of our project were to: (1) design a pedagogic model that explicitly teaches and rewards student development of professional core values such as compassion, caring, integrity, and communication within a patientprovider interaction; (2) design and pilot grading rubrics to assess student acquisition of both clinical and professional core values; and (3) examine the feasibility of incorporating the model into a “Clinical Integration II” course within a professional (entry-level) Doctor of Physical Therapy (DPT) program. Method/Model Description and Evaluation. Our model uses standardized patients (SPs) augmented by asynchronous electronic dialogue within communities of practice (CoP). SPs are laypersons trained to mimic a patient condition. A CoP is a group of individuals who learn by communicating and working toward a goal that is of mutual interest. To stimulate the critical and holistic thinking required for the delivery of care, 17 PT students communicated within a CoP to answer questions related to a home care patient case. Five students participated in a 20-minute, videotaped interaction with an SP trained to mimic a patient in the home care setting. Grading rubrics developed by faculty and pilot tested by students, faculty, and SPs provided a 360-degree feedback loop on student-SP interactions. Data Collection. Data collected from course faculty, student participants, and SPs was gathered via CoP discussion threads, student surveys, anecdotal discussion, and 2 formal debriefing sessions. Data were analyzed using a qualitative methodology to identify, code, and categorize the principle patterns. Outcomes. We implemented our SP-CoP model during the Spring 2005 semester in a “Clinical Integration II” course. Analysis of the discussion thread comments among 4 students and a faculty mentor in one CoP revealed a dialogue that focused on the core professional values. A 360-degree feedback mechanism provided information about the teaching-learning process to both students and faculty. The development of instruments with integrated grading rubrics must explicitly reward student attainment of Core Value behaviors and skills. As a result of the pilot, faculty will formally incorporate the model into “Clinical Integration II.” Wider application within the curriculum will require additional pilot testing. Discussion and Conclusion. Administration, faculty, students, and SPs enthusiastically supported formally incorporating the SP-CoP model into the Northeastern University DPT curriculum. SPs provided realistic and authentic teaching experiences for students, enabled them to cohesively integrate prior learning, and allowed faculty to assess core value acquisition. A 360-degree assessment loop provided students with a diversity of perspectives on their ability to deliver patient care that is integrated, efficient, and compassionate.