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ENHANCING STUDENT PT/PTA TEAMWORK THROUGH SIMULATION: A CASE STUDY

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dc.contributor.authorFishburn, Makayla
dc.contributor.authorMcCarty, Olivia
dc.contributor.authorNicknair, Armanda
dc.contributor.authorPoirier, Bryanna
dc.contributor.authorPorter, Makaelyn
dc.contributor.authorZeigler, Madison
dc.contributor.authorBochynski, Jennifer
dc.date.accessioned2026-04-22T15:31:38Z
dc.date.issued2026-04-16
dc.description.abstractPurpose: This simulation experience case study is to explore how collaborative learning between physical therapist (PT) and physical therapist assistant (PTA) students enhances clinical preparedness and confidence while understanding individual roles. By engaging in a realistic patient scenario, students learned to develop interprofessional communication skills and a clearer understanding of roles. The simulation aims to better prepare students for real-world clinical settings where effective collaboration is essential for patient care and student confidence. Case Description: PT and PTA students were divided into mixed groups consisting of 1st-year DPT students, 1st- and 2nd- year PTA students, and a 3rd-year DPT student acting as a clinical instructor. Groups received a pre-brief reviewing PT/PTA roles and responsibilities, including case-based application of the APTA’s PTA supervision and direction algorithm. During the one-hour simulation, students developed and implemented a treatment plan for a standardized patient. The standardized patient presented with clinical red flags, prompting PTA students to determine appropriate next steps. A structured debrief followed, focusing on communication, roles, and clinical decision-making. Voluntary pre- and post-simulation surveys were completed. Outcomes: Fifty-four students completed both pre and post surveys (65.5% 1st year DPT students, 16.4% 1st year PTA students, and 18.2% as 2nd year PTA students. Mann-Whitney U tests analysis showed statistically significant improvements in four of the five domains: role understanding (p=.029), communication confidence (p=.024), preparedness for teamwork (p=.034), and recognizing scope boundaries (p=.017). PTA students demonstrated higher scores than DPT students pre- and post-simulation (p<.01). Prior clinical experience in various settings was associated with higher confidence levels. Discussion: While most simulation research emphasizes interprofessional education, limited literature addresses intraprofessional PT/PTA training. Findings suggest simulation enhances student confidence, role clarity, and communication. Simulation appears to be a valuable strategy for fostering confidence and role identification in the clinical setting.
dc.identifier.urihttps://dspace.husson.edu/handle/20.500.14298/1095
dc.language.isoen_US
dc.titleENHANCING STUDENT PT/PTA TEAMWORK THROUGH SIMULATION: A CASE STUDY
dc.typePoster
dspace.entity.typePublication
relation.isAuthorOfPublicationd2d57908-37c5-43bf-bc43-522ff16e442d
relation.isAuthorOfPublication.latestForDiscoveryd2d57908-37c5-43bf-bc43-522ff16e442d
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