162 - Stakeholder Perceptions of Interprofessional Education and Anatomy: Considerations for Future Implementation

Poster Board Number: 162
There are separate poster presentation times for odd and even posters.
Odd poster #s – first hour
Even poster #s – second hour

Co-authors:

Skylar Andrade - Quinnipiac University; Kayley Cote - Quinnipiac University; Steven Genna - Quinnipiac University

Abstract Body : Introduction and Objectives: Interprofessional education (IPE) is a foundation for collaboration between health professionals. Training for team-based communication begins in the academic setting, yet professional programs are siloed from one another due to program specific curricula, accreditation requirements, and resource barriers. The foundational science of anatomy crosses disciplinary boundaries and can be a valuable opportunity for IP collaborative education. Study objectives included understanding the perceptions of student and faculty stakeholders regarding IPE and anatomy in IPE (gaps, opportunities, perceived benefits), and understanding the use of virtual software (Virtual Human Dissector (VHD) Touch of Life Technologies ©Toltech) as it may relate to future IPE opportunities.

Materials and Methods: Anonymous surveys were disseminated electronically to 479 students and 14 faculty in Diagnostic Imaging, Physical Therapy (PT), Occupational Therapy, Medicine (SOM), Pathologist Assistant, and Physician Assistant programs at a private university in New England.

Results: Ninety-nine students (20.67%) and 12 faculty (85.7%) responded. Over 90% of students and 100% of faculty surveyed agreed that IP collaboration brings value to learning anatomy. There was a statistically significant difference (p = 0.021) between the SOM and PT students in their use of VHD to guide cadaveric dissection, with 97.7% of SOM students using VHD to guide dissection versus 76.9% of PT students. 22.7% of SOM students reported using VHD to supplement their own learning versus 92.3% of PT students (p=0.000). Eighty-four percent of students reported having attended a university IPE event, and 51.8% of events attended included anatomy. Students had greater interest for in-person anatomy IPE versus asynchronous methods of delivery (p=0.008) and there were no significant differences between faculty and students across professions.

Conclusions: Student and faculty stakeholders agreed that collaboration with other health professions programs can bring value to learning anatomy. Findings suggest value and interest in IP anatomy education, and a potential gap in anatomy related IPE opportunities. Survey results inform development of future anatomy IPE opportunities with identification of greatest interest for in-person delivery across all programs. Consideration for complementary use of virtual dissector software to supplement IP collaborative learning in anatomy education is warranted.

Significance: Interprofessional collaborative learning in the foundational science of anatomy is valued across health professions students and faculty. Stakeholders are seeking in-person collaborative opportunities and a there is a need for further advancement of anatomy IPE.