Lynchburg Journal of Medical Science
Specialty
Physical Therapy Education
Abstract
Purpose: This empirical study examined an interprofessional education (IPE) experience designed to develop communication and collaboration skills among Doctor of Physical Therapy (DPT) and nursing (NSG) students at a university in Virginia. Method: Second-year DPT students acted as peer educators, teaching patient management and mobility skills to first-year nursing students, with first-year DPT students serving as standardized patients. Result: A mixed-methods analysis of surveys and reflections from 106 participants indicated generally positive perceptions of the activity, which was described as engaging, collaborative, and relevant to future practice. Second-year DPT and nursing students differed significantly in their perceptions of interprofessional communication (U = 216, p = .041), underscoring the importance of preparing peer educators more effectively. Qualitative reflections highlighted the value of interdisciplinary teamwork, skill reinforcement through teaching, and increased professional awareness. Conclusion: These findings support the effectiveness of structured, peer-teaching IPE activities and underscore the importance of ongoing evaluation to ensure meaningful learning across disciplines.
Recommended Citation
Beazley, Debra Ann; Foster, Jill; Elam, Samantha; and Elam, Stephen W.
(2025)
"Empowering Interprofessional Collaboration: Peer Teaching in Doctor of Physical Therapy and Nursing Education,"
Lynchburg Journal of Medical Science: Vol. 1:
Iss.
2, Article 10.
DOI: https://doi.org/10.63932/3067-7106.1023
Available at:
https://digitalshowcase.lynchburg.edu/jms/vol1/iss2/10
