Abstract
Interprofessional practice (IPP) involving health care teams has recently gained in popularity. Many sources support the value of IPP in reducing error, managing patients with complex conditions, improving patient outcomes, reducing costs, enhancing health care delivery, improving cultural competence, and improving patient advocacy. 1-5 In post-professional residency education, preparing the resident to provide collaborative care through IPP may be present. However, the primary mentor(s) providing support and feedback to the resident is usually from the same profession. Rarely is a mentor from another profession involved in educating and supporting the resident. There are models of 'team-based' mentoring in the literature, but those are of mentors from the same discipline.6 This project's hypothesis is that interprofessional, team-based mentoring positively impacts the perceptions, values, and clinical reasoning skills of pediatric physical therapy (PT) and occupational therapy (OT) residents in our programs.|Interprofessional team-based mentoring may facilitate a deeper understanding about health care team members. It may also help residents enhance valuable skill sets related to team-based care that will undoubtedly be used in their future practice. This model could be replicated in other PT and OT residency programs over an interprofessional practice opportunity.|Daniel L, N-Wilfong D. Empowering interprofessional teams to perform effective handoffs through online hybrid simulation education. Crit Care Nurs Q. 2014; 37 (2): 225-9.|Lee L, Hillier LM, Weston WW. Ensuring the success of interprofessional teams: key lessons learned in memory clinics. Can J Aging. 2014; 33 (1): 49-59.|Brock D, Abu-Rish E, Chiu CR, Hammer D, Wilson S, et al. Interprofessional education in team communication: working together to improve patient safety. Postgrad Med. 2013; 89 (1057): 642-51.|Oelke ND, Thurston WE, Arthur N. Intersections between interprofessional practice, cultural competency and primary healthcare. J Interprof Care. 2013; 27 (5): 367-72.|Hubinette M, Dobson S, Voyer S, Regehr G. 'We' not 'I': health advocacy is a team sport. Med Educ. 2014; 48 (9): 895-901.|Starmer AJ, O'Toole JK, Rosenbluth G, Calaman S, Balmer D, et al. Development, implementation, and dissemination of the I-PASS handoff curriculum: A multisite educational intervention to improve patient handoffs. Acad Med. 2014; 89 (6): 876-84.|