STUDENT PRO BONO CLINIC AS A 6 WEEK

STUDENT PRO BONO CLINIC AS A 6 WEEK LAB PRACTICAL Sharon Fleming Walsh, PT, DSC, MA, PCS, Joyce A Lammers, PT, MHS, PCS Physical Therapy Department The University of Findlay, Ohio INTRODUCTION • Many of our students have limited experience with people that have neuromuscular disorders. • Students report a fear of how to apply neuromuscular theory and a reluctance to work where this is the primary patient load. • The purpose of the pro bono clinic is for the DPT students to get hands on experience applying theory to patients with a neuro dx throughout the lifespan concurrent with academic preparation. • An additional purpose is to fill a community need for pro bono services. TIMING IN CURRICULUM • • 3 nd year of DPT program during Neuro II course After Motor Control and Neuro I Concurrently with Orthotics and Prosthetics Prior to Rehabilitation Technology PATIENTS • Recruited through area PTs • Range in age from 6 mos-86 yrs • Diagnoses such as SCI, TBI, CP, CVA, MS, Down Syndrome and Parkinson's Disease LOGISTICS OUTCOMES • 36 students are divided into 2 separate lab groups Group A and Group B with 18 students in each group. Documentation expectations: • Students are divided into groups of 2 or 3 for individual patient treatment, depending on clientele impairments in body function and structure. • Home program for the patient • The student groups receive patient information including age, diagnosis and contact information early in the semester. • Each group is responsible for contacting the patient, treatment planning, and preparation of treatment location with equipment. . 10 -11 am Group A/ Instructor A PARTICIPANT COMMENTS 11 -12 pm 12 -1 pm Group A /Instructor A Group A not in class • Critical thinking • Patient intervention • Facilitation of treatment planning Group B not in Group B/Instructor B class, • Patient intervention • Critical thinking • Facilitation of treatment planning INTERVENTIONS • Examine and treat for 6 weeks • Direct supervision by a licensed PT • Merging SOAP format /Guide to Physical Therapist Practice • At least 1 standardized assessment tool • Written weekly , including examination, progress and discharge notes • Follow up with patient’s primary care provider Weekly self reflection including • Strengths , weaknesses and action plan for improvement Weekly grading rubric: • Body mechanics, safety, communication, critical thinking, documentation and self-assessment Students also observe their peers treating patients at another point in the lifespan, documenting their movement analysis, problem solving possible causes of the movement disorder, and providing alternative suggestions for treatment. At treatment conclusion student groups lead a class debate regarding the application of evidence based practice to their patient. STUDENT COMMENTS • “This experience greatly increased my experience and knowledge and comfort level when working with patients. ” • Prior to treatment; they plan their intervention. • “ I am thankful to have had this opportunity!” • PT maintains patient safety, and facilitates student application of therapeutic techniques specific to each patient. • “ I loved the patient treatment as it gave me more confidence to treat patients going into our neuro clinical!” • “I cannot say enough about the probono clinic. ” • “I know it takes a lot of time to put that together and I just want to say Thanks!” • “The pro bono clinic was fantastic and helped me to cement my knowledge base and my willingness to learn!” • Many students are apprehensive about treating neuro patients, so the treatment groups are so helpful to us. LOVED IT!!! • “I did not have high expectations for myself because I was diagnosed 10 years ago but the whole experience was uplifting and a great benefit to me and the community!” • “I wanted to personally let you know how beneficial this has been so the University of Findlay continues this practice. ” • “ It is important for patients to benefit from therapy but also to have such caring individuals to work with!” • “ I thought I was doing this to help the students learn about my disease, but wow was I wrong!” • “To have not only two students concentrate on my child’s difficulties but also a therapist with such experience was a blessing that I’ve not received in all our years of PT. ” IMPACT • In place for over 8 years • Initially began with cohort size of 14 • Rated highly by all student evaluations • Student fear of moving to their neuro clinical greatly reduced • CI’s report that our students are very well prepared in this area and easily make the leap to clinical practice. • Assists students with self reflection of clinical skills • Practical application of therapeutic techniques without productivity requirements or payer constraints • Hands on application of evidenced based practice and critical thinking • Implementation of family centered care • Meets needs for those in community with lifetime participation restrictions REFERENCES: Upon request For more information: walsh@findlay. edu or lammers@findlay. edu