(PS2-14) Improving Care for Persons With Visual Impairment Through Interprofessional Education

Abstract Text:

Introduction: Students across healthcare professions (i.e., medicine, psychology, counseling) typically receive little education about the impact of visual impairment on day-to-day functioning, which can reduce quality of life and independence. Brief exposure to individuals with visual impairment and interdisciplinary didactics surrounding eye health and disability could improve competency and comfortability with this population. As the aging population grows, the prevalence of visual impairment will increase, making it more likely to be encountered in healthcare settings. Interprofessional education (IPE) programs provide an elegant solution to improving patient care for individuals with visual impairment as well as increasing the comfort and efficacy of their health professionals.

Purpose: The purpose of the study is to explore the impact an IPE module has on the knowledge, skills, and attitudes held by future health professionals regarding their ability to treat adults with visual impairment.
Hypotheses: It is hypothesized that after a brief IPE module, future health professionals (i.e., medical students, psychology students, counseling students) will demonstrate more knowledge and more perceived skills relevant to treating people with visual impairment in addition to increased awareness and appreciation for the experiences of people with visual impairment.

Methods: Future health professionals from clinical psychology (PsyD), osteopathic medicine (DO), and counseling (MS) completed pre- and posttest surveys on their knowledge, skills, and attitudes toward visual impairment. They then participated in an IPE module featuring an interdisciplinary lecture, a patient and caregiver presentation, and small group discussions led by faculty and students across disciplines.
Analysis: A paired samples t-test revealed a significant increase in knowledge (13.73%, p< .001), with the DO program showing a significant change in perceived skills (p< .05). While DO and MS students showed slight improvements in skills, PsyD students had a small decrease, and attitude changes were negligible across all groups (p >0.05). Qualitative analysis of 51 responses indicated that 43.14% of comments related to attitude, 37.25% to knowledge, and 19.61% to skills.
Implications: This study highlights the importance of integrating disability awareness into healthcare education, suggesting that future curricula should incorporate more focused, interprofessional learning experiences on the impact of visual impairment and disability. IPE provides a broader, more comprehensive approach to disability education that could enhance cultural competence and improve the quality of care for diverse patient populations.