Examining the role of service-learning on development of professionalism in doctor of physical therapy students: a case report.

Service-learning (SL) is a pedagogical tool that has several purported benefits. In the health sciences, we have established an integrated curricular SL thread that includes self-contained course experiences and the provision of pro bono physical therapy services in on- and off-campus Service-Learning Clinics (SLC). SL is integrated across the curriculum through four SL courses. Student provision of pro bono services is the centerpiece of the SL course series with students providing patient management in on- and off-campus clinics. The purpose of this case report is to examine how participation in the off-campus SLC may impact the development of professionalism in a sample of eight students. In this project, student perceptions of the role of the off-campus SLC experiences in the development of professionalism and core values were assessed through three methods: student interviews, completion of the physical therapy Core Values Self-Assessment form, and analysis of student reflection papers. Students reported core values compassion/caring and accountability most frequently in the context of their off-campus SL experiences. Student responses suggest SL is a beneficial learning model in providing a framework to the curricular emphasis on professionalism. While the role of SL in the development of professionalism and core values is not entirely clear, this pedagogical model appears to have a positive impact on the professional education of these students.

Innovative interdisciplinary training in and delivery of evidence-based geriatric services: creating a bridge with social work and physical therapy.

With focus on interdisciplinary education models, social work and physical therapy faculty from two proximate universities partnered to create an evidence-based geriatric assessment and brief intervention research, training, and service project for community-dwelling older adults. Assessment tools and interventions were selected from the literature to develop the service protocols. These selected protocol skills were taught to interdisciplinary teams of students and professionals in social work and physical therapy, and learning outcomes were evaluated. This article describes the process of implementing this innovative multipartner project, the obstacles faced, and lessons learned. Adult learning theory and social cognitive theory served to underpin the project. The objectives were achieved, and evaluation noted many positive experiences in training and service delivery. This multipartner, interdisciplinary project concept can be replicated to improve educational outcomes for students and professionals as they prepare and learn to serve community-dwelling older adults.

Impact of geriatric assessment and self-management support on community-dwelling older adults with chronic illnesses.

PURPOSE: The purpose of this study was to assess the effectiveness of interdisciplinary geriatric home-based assessment and self-management support services to community-dwelling older adults. DESIGN: A quasi-experimental, pre-post test design tested two types of service delivery models. The first protocol included geriatric assessment services, with a brief self-management care plan intervention. The second protocol added a telephone support intervention. RESULTS: All participants showed significant progress in improved self-efficacy, self-rated health, functional status and physical mobility (specifically lower extremity muscle strength), mental health (specifically reduced depression) and in reduced fall hazards in their physical home environment. The telephone support intervention protocol did not provide additional value to the first protocol. IMPLICATIONS: This study demonstrates the value of non-medical intervention strategies for community dwelling older adults with chronic illnesses.