Course Description PT Course: 43 students in Scientific Principles of Interventions were in the third semester of their 9- semester graduate program. This class focus is on treatment activities and communication methods needed to provide physical therapy to clients. Before the interactive lab, the course instructor provided one lecture providing comparison of PT and PTA educational and clinical training, legal and ethical principles guiding roles and relationships. In addition, PT students complete a 2-week clinical experience during January (J-term) of the same spring semester. PTA Course: PTA program started a new curriculum between 2007 and 2008. Therefore, in 2008, 21 students received background information about the preferred PT-PTA roles during the fall semester in PTA Professional Issues with the interactive lab occurring within Therapeutic Exercise. In PTA Professional Issues, the role of the rehab team is explored. In Therapeutic Exercise, the varying roles of the PTA in exercise interventions are examined. At this point in the curriculum, PTA students have not been placed in a clinical setting. PTA students are in the second semester of their 5-semester technical program. Length of Lesson: One two-hour time frame was selected to fit within one scheduled lab of the Interventions class for PT students. PTA students were informed of the scheduled session at the start of the spring semester. Prior to the two-hour interactive lab, each group of students received information regarding legal and ethical guidelines for the preferred PT-PTA roles and relationship. Classroom Setting for the Lesson: Students were assigned into one of several lab rooms at the Health Science Center on the UW-L campus. All students participating in the Lesson Study activity are based at the Health Science Center for all of their program-specific coursework so were familiar with the building and labs. UW-La Crosse Physical Therapy Program Link to the DPT curriculum Western Physical Therapist Assistant Program Link to the PTA curriculum

Executive Summary Purpose: The PT-PTA lesson study team designed a project to develop awareness and appreciation for professional and technically trained colleagues within the first year of each academic program. Both programs are housed in the Health Science Center. In the past, an interactive activity had occurred only within the final academic semester of each program so this project was designed to integrate these students earlier during their educational experience. As health care providers, PT assistants provide technically skilled assistance to the PT in providing services to consumers. Therefore, the learning activity was designed to improve student’s awareness of each other’s background training, clinical skills, and expected roles & responsibilities in work settings. Learning Goals: The team developed five learning goals for the session that addressed how well students value the preferred PT-PTA relationship, recognize the educational rigor expected of each program, and experience an opportunity to and collaborate and learn from each other related to patient care activities. Instructional Design: Within each program, students were introduced to the guiding principles for PT-PTA relationships on the basis of state statutes, the Wisconsin PT practice act, national professional policies, ethical guidelines, and consensus documents. Within the interactive lab, students managed one or more clinical cases (one case using role play in 2007 – adjusted to 14 mini-cases using discussion in 2008) during which they had the opportunity to interact on educational background, clinical training, and to develop a mutual understanding of roles and responsibilities. Major Findings: The Lesson Study team concluded that this activity was worthwhile. The data and feedback indicate that students benefit from and value an opportunity to focus on PT and PTA backgrounds, clinical training, roles and responsibilities in an interactive manner. In addition, there were indicators that the format of the lesson plan for 2008 was more effective in achieving the learning goals when compared to data and feedback from 2007. Primary course instructors were encouraged to continue the lesson study process with further integration of content across the program in addition to continuing to hold one interactive lab at the end of the first academic year. A second lab session held later in the academic programs is recommended as follow-up with a focus on promoting a more advanced awareness of clinical roles relative to more complex clinical considerations.

Printer Friendly Version of Complete Report Microsoft Word Document PT-PTA Lesson Study with Attachments

The Lesson Step One. Lecture & discussion occurred within each program regarding preferred PT-PTA roles & responsibilities in advance of the planned lesson per instructor discretion. In 2008, PT instructor developed a more formal lecture with PowerPoint slides and handouts that was reviewed with PT students and shared with PTA instructor. All students completed the informed consent form and completed the pre-activity survey. Observers received the the observational tool with instructions for completion Step Two. The interactive lab activity time involved 2 hours. Students were assigned to one of ten groups with a minimum of 2 PTA students and 4 PT students. Students were assigned to the groups by each instructor to develop mixed gender groups and with some consideration of individual styles of communication rather than random allocation. The planned schedule was written on the board and reviewed with students, instructors, and observers at the start of the session. (20 minutes) Introduction involving whole group (20 minutes) Introductions within each group of PT-PTA students. At the start of this 20 minutes, students also received lab handouts for the caseload (talking Clinic schedule, caseload, and talking points). (60 minutes) Students discussed the caseload using the lab handouts. During this time, instructors circulated to provide input when asked. Observers were assigned into specific lab rooms with instructions to observe one or two groups within that lab room. [note: students only required 45 minutes to complete this activity] (20 minutes) follow-up discussion with all, including instructors and clinical observers Step Three. Following the Lab, all students completed the post-activity survey and had an opportunity to provide verbal feedback to the primary course instructor. PT-PTA PowerPoint Lecture Provided directly with PT students in 2008 in advance of interactive lab and shared with PTA instructors Lesson Template This template contains the lesson portion of the Complete Report Template. Lesson Documents Attachments: 1. Informed Consent form 2a. Pre-Survey PT 2b. Pre-Survey PTA 4. Clinic schedule and caseload 5. Suggested talking points regarding clinical caseload

The Study Data analysis and summary comments by the lesson study team are provided in the links Data Tools Contains pre-activity survey for PT and PTA groups(same as post activity surveys except for minor changes to summary comments requested) Contains observational guidelines and tool Data Analysis Summarizes data from pre-post activity surveys and observational feedback.