This presentation describes a teaching module created to intentionally engage entry-level occupational and physical therapy students in examining the impact of their beliefs and attitudes on communication with each other and with their future patients. The module addresses the uncomfortable issues of conscious and unconscious bias, the impact of privilege, and communication barriers that can derail teams. This module was added to a course that was already taught by an interprofessional faculty as well as being the first course offered in the curricula for both professional programs. This content gives students an early exposure to belief systems that create barriers for professional communication on teams. The module includes four workshops led by trained group leaders from the University’s Human Resources Department. Teaching methods include reflection, interprofessional small group activities and discussions. Students are guided through the module using active learning strategies such as a self-assessment of communication styles, a Privilege Walk, a Privilege for Sale group experience, and discussions about examples of productive and unproductive conversations. Under the protection of the confidentiality guidelines established at the start of the module, students are free to share examples from their own lives and challenge each other respectfully about statements made by classmates that may be perceived differently than intended. After completion of this communication-immersive experience, students continue to apply their newly learned communication strategies as they progress through the remainder of the course. Students explore content on topics including interprofessional practice, ethics, and the International Classification of Functioning, Disability, and Health (ICF) Framework through the lens of unconscious bias to identify how their own preconceptions shape how they think about these issues. This module helps students to understand their communication styles and prepares them to make more thoughtful and reasoned choices as they interact with other professionals and patients during their clinical training.
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education. The National Center for Interprofessional Practice and Education is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
As a Jointly Accredited Provider, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
- Physicians: This activity will be designated for CME AMA PRA Category 1 Credit(s)TM through ACCME.
- Physician Assistants: NCCPA accepts AMA PRA Category 1 Credit(s)™ from organizations accredited by ACCME or a recognized state medical society.
- Nurses: This activity will be designated for CNE nursing contact hours through ANCC.
- Pharmacists and Pharmacy Technicians: This activity will be designated for CPE contact hours (CEUs) through ACPE.
- Social Workers: This activity will be designated for social work continuing education credits through ASWB.
- All health professionals: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.