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INTEGRATING AUTHENTIC PATIENT CASES INTO THE CLASSROOM: EVALUATION OF A COMMUNITY-BASED PATIENT RESOURCE GROUP. Gahimer JL, Pulver RA; Krannert School of Physical Therapy, University of Indianapolis, Indianapolis, IN, USA. rachelpulver@yahoo.com. PURPOSE: The purposes of this study were: 1) to describe how one physical therapist education program has developed a mechanism for incorporating authentic patients into the classroom through the development of a Community Patient Resource Group (CPRG). Secondly, an evaluation of the program was conducted. FOUNDATION: The literature indicates that educators utilize a variety of strategies including peer laboratory activities, problem based case studies, interactive clinical vignette computer programs, videotaped clinical encounters and simulated/standardized patients to incorporate early clinical experiences for skill development for health care professionals. The CPRG was developed as a way of incorporating "real patients" into these clinical situations. DESCRIPTION: Members of the CPRG (N = 21), faculty members (N = 15), and students (N = 62) participated in the program evaluation. Information regarding development of the program was compiled. Secondly, the CPRG members were informally interviewed. Interviews addressed: 1) personal benefits, 2) utilization/ safety in the classroom, 3) transportation/ parking concerns, 4) their perceptions of students/ faculty, 4) compensation issues and 5) strengths/ weaknesses of the program. Third, current faculty members and students completed surveys about their perceptions of the CPRG. OBSERVATIONS: "Helping students learn" was viewed as the biggest personal benefit cited by CPRG members. All members reported feeling safe during classroom sessions. Most reported no concerns regarding transportation and parking. More than half of the members reported that compensation was appreciated, but not necessary. Strengths of the program included socialization and the importance of "real world situations" displayed to the students in the classroom. Weaknesses included the lack of time to share pertinent information with students and infrequent calls to participate. More than half of faculty members utilize the CPRG and have found the group to be effective in accomplishing instructional objectives. Both faculty and students suggested additional members should be recruited to decrease overuse of the same patients. Students indicated the CPRG was beneficial for providing realistic, "hands on," opportunities. They also reported increased confidence in preparation for their clinical rotations having already experienced patients in the classroom. CONCLUSIONS: Overall, the CPRG is an effective way to bring patients into the classroom and successfully bridge the gap between classroom and clinic.
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