Virginia Via Research Day Book 2026

Faculty Research Education and Simulation

01 PRACTICES AND PERCEPTIONS OF PHYSICAL MEDICINE AND REHABILITATION FACULTY REGARDING RESIDENT TRAINING IN INTERDISCIPLINARY TEAMS

Justin Weppner, DO; Taylor van Doren, PhD Corresponding author: jlweppner@carilionclinic.org

Virginia Tech Carilion School of Medicine, Roanoke, Virginia

effectiveness across ranks. Ordinary least-squares regression was used to predict perceived training effectiveness, controlling for rank and evaluation frequency. Binomial logistic regression models assessed the likelihood of faculty at different ranks engaging in specific educational practices, prioritizing skills, using assessment tools, and experiencing barriers. Odds ratios were calculated, with significance set at α = 0.05. Results: Of 439 surveys sent, 238 responses (54.2%) were received from 75 institutions. Communication (84%), leadership (59%), and team functioning (34%) were identified as the most important aspects of interprofessional training. Professors rated the effectiveness of interprofessional training higher than assistant and associate professors. Feedback to residents was provided after every team meeting (18.1%), monthly (27.7%), quarterly (37%), annually (11.3%), or never (5.5%). More frequent evaluations correlated with higher perceived training effectiveness. Most faculty prepared residents through observation of interdisciplinary meetings (97.5%) and mentorship (60.1%). Professors were significantly more likely than assistant professors to use multiple preparation methods, including didactic training (OR 10), observation (OR 15), self-directed learning (OR

16), role-playing (OR 5), mentorship coaching (OR 3), and workshops (OR 32). Use of the Resident Observation and Competency Assessment (ROCA) tool was reported by 22.7% of respondents, with professors and associate professors more likely to use it than assistant professors. However, 76.5% reported using no formal assessment tools. Common barriers to effective training included insufficient resources, lack of curricular time, and poor institutional support. Conclusions: Significant differences exist among faculty ranks in perceptions and practices related to interprofessional training in PM&R residency programs. Professors employ a broader range of educational strategies and rate training effectiveness higher than junior faculty. Regular resident evaluation is associated with higher perceived training effectiveness, yet most faculty do not use standardized assessment tools. Persistent barriers such as limited resources and time constraints highlight the need for institutional support. Standardized protocols, validated assessment tools, and equitable resource distribution are essential to optimize resident preparation for interprofessional collaboration and improve patient outcomes. Carilion Clinic IRB-24-1931

Context: Interprofessional collaboration is fundamental to effective healthcare delivery, especially in physical medicine and rehabilitation (PM&R), where residents must function within interdisciplinary teams to address complex patient needs. Despite its importance, there is limited literature describing how PM&R faculty train and assess residents in collaborative settings. The lack of standardized training and assessment protocols poses a significant challenge to ensuring residents are adequately prepared for interdisciplinary teamwork. Objective: To identify and characterize the strategies PM&R faculty use to prepare residents for interprofessional collaboration, and to examine how academic rank influences perceptions, practices, and barriers related to resident training and assessment in interdisciplinary team settings. Methods: A 16-question electronic survey was distributed to all members of a United States PM&R faculty database (n=439). The survey assessed faculty perceptions of resident preparation effectiveness, evaluation frequency, assessment tools used, and barriers to effective education. Respondents reported their academic rank (assistant professor, associate professor, professor) and years of experience. Descriptive statistics summarized responses, and Kruskal-Wallis tests compared evaluation frequency and perceived training

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155 2026 Research Recognition Day