PEDIATRIC EDUCATION SPECIAL SERIES: A Novel Approach to Pediatric Education Using Interprofessional Collaboration

Abstract

Interprofessional Education (IPE) challenges students of health care disciplines to learn with, about, and from each other, and aims to develop competency in skills that are necessary for future interprofessional collaborative practice (IPCP). The skills necessary to engage in IPCP are not innate to students and require intentional educational activities. IPCP is especially important in the management of pediatric clients due to the complex and unique nature of their care. For many students, interaction with infants and parents is novel, as many have never experienced these aspects of care. The purpose of this paper is to describe the development and implementation of Baby Lab, a combined interprofessional lab experience designed to provide physical therapy, occupational therapy, and nursing students an opportunity to experience team building and collaboration while interacting with young children and their parents in a controlled environment.

We invited parents with infants/toddlers (n = 16) age 30 months and younger from the community to participate in Baby Lab. Students (n = 79) from the 3 disciplines worked in interprofessional teams and interacted with the child and parents for 60 minutes. Completion of this activity from prelab preparation to postlab reflection occurred in 5 stages. Student learning objectives for this experience were derived from the Core Competencies from the Interprofessional Education Collaborative.

The impact of this experience was measured utilizing the Interprofessional Collaborator Assessment Rubric (ICAR), student evaluation forms, and qualitative data from student reflections. All 3 data sources provided evidence that the learning objectives were met and suggest that offering Baby Lab as an interprofessional learning experience added significant value to an already successful, established learning activity.

Baby Lab was an innovative and effective IP learning experience that introduced a collaborative practice experience into the classroom. Students gained an appreciation of the importance of collaborating with team members and families, an understanding of the value of working with other disciplines, and confidence in these interactions. Developing these skills can help prepare students for clinical experiences with pediatric clients as a member of a health care team.