Transforming Interprofessional Education: A DIAM-Driven Approach in the MoveMore Program at a Pro-Bono Student-Led Community Clinic

Abstract

Background- Unlike many interprofessional education (IPE) programs, which rely on simulation or brief exposure, this study examines a multi-semester, student led community-based clinic providing pro-bono services to stroke survivors. The MoveMore program engages physical therapy and nursing students in real-world interprofessional collaboration with community partners who are individuals living with chronic stroke.

Methods-To ensure continuous quality improvement (QI) and patient-centered care, the students and clinical staff implement the Design-Implement-Assess-Modify Model (DIAM), for multidirectional evaluation and immediate program modifications., adapted from the Plan-Do-Study-Act (PDSA) cycle. Methods utilized a mix of quantitative (Wilcoxon signed rank test) and qualitative data via focus groups.

Results- Four distinct themes emerged that correlate to the Interprofessional Education Collaborative (IPEC) core competencies; Roles & Responsibilities, Communication, Values and ethics, and Team Based care. Through focus group interviews, student insights highlighted how the student-led pro-bono clinic fostered leadership development and teamwork, while the DIAM Model enabled adaptations to address learner needs. Improved orientations, enhanced communication across disciplines, and better clinical decision-making tools were established to ensure quality patient-centered care.

Conclusion-The MoveMore program at this student-led pro-bono clinic demonstrates the value of using a structured QI tool to enhance interprofessional learning.