All IPE/IPP Case Studies

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  • Professors Address Provider Shortage and Diversify Graduate Education

  • Summary

    When schools lack teachers and other specialists, it keeps children with disabilities from receiving the early intervention services they need. Three Nazareth College professors knew that they could play a role in solving the issue—at least locally. The result was Project RISE (Rochester Interprofessional Scholars of Early Intervention). Project RISE is helping recruit racially diverse graduate students in education and allied health programs with the goal of addressing staff shortages and diversifying the workforce. It also gives those students the ability to work in the field while completing their degree.

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  • IPP Team Develops Rehabilitation Transition Plan for High School Student Following a Traumatic Brain Injury

  • Summary

    Kai, a 16-year-old high school junior, was in a motor vehicle accident that resulted in mild traumatic brain injury (mTBI) and multiple orthopedic injuries. His treatment team developed an interprofessional plan to support his physical, sensory, cognitive-communication, and social–emotional needs so that he and his family could successfully navigate his return to school and community as well as his preparation for college entrance exams. The medical and school-based teams both recognized the importance of proactive, coordinated communication and integrated management to facilitate attainment of these goals and functional outcomes. By the third quarter of his junior year, Kai had transitioned back to school full time with a 504 plan that addressed necessary accommodations, and he was preparing to take his SATs.

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  • Vestibular Team Helps to Resolve Benign Paroxysmal Positional Vertigo (BPPV) Dilemma

  • Summary

    Benign paroxysmal positional vertigo (BPPV) is the most common peripheral vestibular etiology presenting with brief symptoms of dizziness or vertigo triggered with position changes (lying supine, rolling over in bed, tilting the head back). However, there are other conditions that mimic this etiology. Careful considerations, consultations, and referrals can help to resolve symptoms. An interprofessional team evaluated and treated a 77-year-old female patient with position-provoked vertigo secondary to a motor vehicle accident (MVA). The team worked together to solve the mystery of the unresolved vertigo and devised a new management care plan.

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  • Interprofessional Practice (IPP) Team's Vestibular Assessment Provides Clues for Life-Changing Diagnosis

  • Summary

    An interprofessional disciplinary team utilized a vestibular test battery—along with other clinical, laboratory, and imaging findings—to help support the diagnosis of demyelinating disease in a 57-year-old male. Vestibular testing includes a battery of test measures designed to determine the function of the peripheral vestibular system and associated central nervous system pathways. While this testing does not identify underlying disease, it can aid in revealing the site of the lesion to support a diagnosis.

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  • Team Uses Therapy and Smartphone App to Help a Woman Recover After a Fall

  • Summary

    A 65-year-old woman experienced general weakness, balance issues, and speaking difficulties after a fall. A team of professionals developed a plan, which explored low-cost options for increasing intelligibility and providing strategies for communication. The team helped her use a speech intelligibility smartphone app to improve her pitch, volume, and overall intelligibility. After 4 weeks in a rehabilitation facility, the woman’s communication skills returned to their previous levels.

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  • Students Receive Valuable IPP Training During a Disaster Simulation Event

  • Summary

    Faculty from a university’s health care–related programs collaboratively developed an interprofessional education (IPE) experience for their undergraduate and graduate students. By working together across departments, the faculty planned and executed a tornado simulation, where students role-played “victims” and “responders.” As they carried out their roles, students learned about collaboration and health care services during a disaster. They also learned how to communicate effectively with patients and victims.

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  • International Team Gives Caregiver Education in Democratic Republic of the Congo

  • Summary

    When visiting a village school and outpatient rehabilitation clinic in the Democratic Republic of the Congo (DRC), a team of professionals from the United States worked with their local counterparts to provide training and help patients. One patient was a 6-year-old boy with a complaint of severely reduced expressive language. The team – comprising both US and DRC medical professionals – worked together to create an assessment and treatment plan for the boy. They also provided education and strategies to the boy’s mother.

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  • Team Helps Sixth Grader With Autism Improve Communication

  • Summary

    Hank is a sixth grade student with autism who recently moved back to the United States. He has difficulty communicating and feeding himself, and he is not toilet trained. A team of professionals at Hank’s school created a plan focused on helping him improve his communication with others over the course of the school year. After 1 year, Hank is speaking and interacting more fully in the classroom.

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  • Team Improves Quality of Life for Boy Who Stutters

  • Summary

    An interprofessional team collaborated with the parents of a 10-year-old boy struggling with moderate-to-severe stuttering. By applying their expertise to group therapy, individual therapy, and family counseling services, the team members helped the boy and his family successfully manage his stuttering and enjoy better communication. After 6 months, formal assessments indicated improvement in the student’s reaction to his own stuttering and increased interaction in classroom and social settings.

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  • Team Develops Plan to Treat a Music Major’s Muscle Tension Dysphonia

  • Summary

    An interprofessional team collaborated across specialties to diagnose a 20-year-old college student with muscle tension dysphonia and paradoxical vocal cord dysfunction. After the student returned to college, the initial team worked with a local speech-language pathologist (SLP) and with a college voice coach to continue her treatment. After 6 weeks, the student’s speaking voice returned to normal limits, and her singing voice and vocal endurance returned to baseline levels.

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