PROMOTING STUDENT UNDERSTANDING OF THE PHYSICAL THERAPIST/PHYSICAL THERAPIST ASSISTANT RELATIONSHIP THROUGH SERVICE LEARNING. Janet Szczepanski*; Mary Kessler; Mary Bennett Physical Therapy, University of Evansville, Evansville, IN UNIQUE: The University of Evansville offers both a Master of Physical Therapy degree and an Associate degree in Physical Therapy Assisting. Because both groups of students are on campus, it has provided the opportunity to address curricular content related to the relationship between physical therapists and physical therapist assistants, social responsibility, and health promotion in a collaborative manner. In lieu of the traditional lecture, students from both programs work together in small groups to provide an educational program for a community organization or campus group. Improving the students’ level of understanding of appropriate professional roles is accomplished through this service learning experience. PURPOSE: This service learning project was designed to: address curricular content in the master of physical therapy and physical therapist assistant programs related to professional relationships, social responsibility and health promotion; facilitate interaction between student physical therapists and student physical therapist assistants, and actively reinforce classroom content in a meaningful manner. FOUNDATION: The Commission on Accreditation in Physical Therapy Education clarified expectations of academic programs to address evaluative criteria regarding the physical therapist/physical therapist assistant relationship. Our service learning activity provides students the opportunity to address legal practice standards, direction, and supervision issues through an experience with a meaningful purpose. This service learning experience also allows students to demonstrate social responsibility, supporting the mission of the University and the physical therapy programs. DESCRIPTION: Physical therapist and physical therapist assistant students at the University of Evansville enroll in academic course work with a service learning component during the final year of professional education. Small groups of physical therapist and physical therapist assistant students develop an educational program for a community organization or campus group with an identified health or wellness need. Student responsibilities for this activity have been designed to mirror the division of responsibilities in the patient/client management model. The student physical therapists are responsible for assessing the health needs of the community group, researching the presentation topic, developing learning objectives for the presentation, communicating with the agency coordinator, sharing pertinent information with the student physical therapist assistant, and assessing project outcomes. Both physical therapist and physical therapist assistant students share in the development and implementation of the presentation to the community group. Upon completion of the educational presentation, each student completes a formal peer assessment of another student within his group to provide feedback on the individual’s professional behavior and quality of work submitted. OBSERVATIONS: Students have valued this educational experience. Student physical therapists cite a greater understanding of the academic preparation, role and scope of work performed by the physical therapist assistant. Student physical therapist assistants note improved communication skills and greater confidence in initiating clarification of duties appropriate to their role. Service to the community is viewed as a beneficial experience that students plan to continue after graduation. Feedback received from the community organizations has been extremely positive and most have submitted requests for additional presentations in the future. CONCLUSIONS: Academic programs can enhance student learning and address multiple curricular criteria by designing a meaningful experiential activity that allows students to apply classroom concepts in real life situations. Structured interaction between student physical therapists and student physical therapist assistants is important to foster positive professional relationships. This project could be adopted by neighboring physical therapist and physical therapist assistant programs in close geographic proximity or through the use of electronic communication. FUNDING SOURCE: None KEYWORDS: community-based service learning, Education: Accreditation, Education: Physical Therapist Assistant Students, Education: Physical Therapist Students Copyright 2009 by the American Physical Therapy Association. 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