Name
Basic Science Principles, Diagnosis, and Management of Inborn Errors of Metabolism: An Interprofessional Education Activity To Foster Collaboration Between DO and PA Students
Date & Time
Monday, June 8, 2026, 2:27 PM - 2:42 PM
Location Name
Estes A
Speakers
Authors
Martin Schmidt, Des Moines University
Andrew W. Mannisto, Des Moines University
Cali J. Bills, Des Moines University
Jubilee Hou, Des Moines University
Michael J. Janes, Des Moines University
April Vargus, Des Moines University
Marianka Pille, Des Moines University
Presentation Topic(s)
Instructional Methods
Description
PURPOSE: Interprofessional education (IPE) is most impactful when it
reflects authentic collaborative scenarios. While small-group IPE activities
are widely used and effective, this study explores the value of a format
centered on integration of basic and clinical sciences - SKIPPs (Scientific
Knowledge Integrated in Patient Presentations) - with students from programs
with fundamentally different emphases on foundational sciences. DO students
train to use basic science for deep understanding of pathophysiological
principles, whereas PA students learn to apply basic sciences more
pragmatically to support clinical decisions.
METHODS: Mixed DO/PA groups engaged in SKIPPs sessions on inborn errors of
metabolism, featuring directed preparation, collaborative case analysis, oral
presentation, literature review, and debrief. Quantitative data were
collected via pre/post surveys assessing teamwork, clinical reasoning, and
foundational science integration. Free-text responses were analyzed using
emergent theme analysis. Statistical comparisons used the Kolmogorov-Smirnov
test.
RESULTS: From 2023–2025, 670 DO and 27 PA students participated. Post-surveys
showed significant gains in self-reported confidence across all domains.
Thematic analysis of 93 meaningful comments revealed eight themes, including
high engagement, desire for more sessions, and appreciation for
interprofessional collaboration. Some comments noted unequal voice in mixed
groups and variable group dynamics. No significant differences were found
between DO-only and DO/PA groups in learning outcomes.
CONCLUSIONS: SKIPPs effectively fostered interprofessional collaboration
and clinical reasoning among early learners. Its unique value lies in
bridging divergent curricular philosophies, allowing students to explore how
foundational science is interpreted and applied across professions. Despite
requiring substantial faculty effort, the activity was well received and
justified by strong student engagement and learning gains. Facilitator
oversight remains essential to ensure equitable participation and prevent
professional dominance.
reflects authentic collaborative scenarios. While small-group IPE activities
are widely used and effective, this study explores the value of a format
centered on integration of basic and clinical sciences - SKIPPs (Scientific
Knowledge Integrated in Patient Presentations) - with students from programs
with fundamentally different emphases on foundational sciences. DO students
train to use basic science for deep understanding of pathophysiological
principles, whereas PA students learn to apply basic sciences more
pragmatically to support clinical decisions.
METHODS: Mixed DO/PA groups engaged in SKIPPs sessions on inborn errors of
metabolism, featuring directed preparation, collaborative case analysis, oral
presentation, literature review, and debrief. Quantitative data were
collected via pre/post surveys assessing teamwork, clinical reasoning, and
foundational science integration. Free-text responses were analyzed using
emergent theme analysis. Statistical comparisons used the Kolmogorov-Smirnov
test.
RESULTS: From 2023–2025, 670 DO and 27 PA students participated. Post-surveys
showed significant gains in self-reported confidence across all domains.
Thematic analysis of 93 meaningful comments revealed eight themes, including
high engagement, desire for more sessions, and appreciation for
interprofessional collaboration. Some comments noted unequal voice in mixed
groups and variable group dynamics. No significant differences were found
between DO-only and DO/PA groups in learning outcomes.
CONCLUSIONS: SKIPPs effectively fostered interprofessional collaboration
and clinical reasoning among early learners. Its unique value lies in
bridging divergent curricular philosophies, allowing students to explore how
foundational science is interpreted and applied across professions. Despite
requiring substantial faculty effort, the activity was well received and
justified by strong student engagement and learning gains. Facilitator
oversight remains essential to ensure equitable participation and prevent
professional dominance.