Assessing Change in Interprofessional Collaborative Competency of Physician Assistant Students After Observing an Occupational or Physical Therapy Session

INTRODUCTION: The purpose of this study was to measure the change in interprofessional competency of physician assistant (PA) students through observation of occupational therapy (OT) and physical therapy (PT) in a university, student-run pro bono therapy clinic. The study aimed to expand knowledge of rehabilitation interventions to PA students for improved collaborative practice. METHODS: Using a retrospective pretest-posttest design, 75 PA students observed an OT or PT treatment session at a student-run pro bono clinic. The modified Interprofessional Collaborative Competency Attainment Survey measured self-perceived skills across 6 competency domains. It asked participants to reflect on their competencies before and then after the observation. Open-ended survey questions were used to identify qualitative themes regarding the learning experience. RESULTS: Mean total competency scores increased significantly from 3.73 (SD 0.94) before the observation to 4.31 (SD 0.65), P < .001. Significant increases were found across all 6 subscales (P < .001). Qualitative analysis identified 5 themes: knowledge of colleagues, collaboration maximizing care, recognizing when to refer, active listening, and functional training provided by OT and PT. DISCUSSION: Results suggest the observation broadened student understanding of interprofessional roles and enhanced confidence in collaborative teamwork. Students experienced a meaningful shift in awareness regarding OT and PT scopes of practice. They expressed enhanced understanding of patient-centered care that incorporates functional goals. This knowledge change highlighted the value of interprofessional educational experiences to foster collaborative care.