Physical and Occupational Therapy Students' Perceptions of an Interprofessional Education Experience
Abstract
Interprofessional collaboration is considered a vital part of the professional life of health care professionals. However, few professional programs offer structured in-class activities which model and encourage interprofessional collaboration. Relatively little is known about how interprofessional learning activities impact students' perceptions of interprofessional collaboration. To address this concern, occupational and physical therapy students participated a three week long interprofessional learning module involving structured video case studies. The Interdisciplinary Education Perception Scale (IEPS) was administered to students before and after the completion of the module. 97 students completed the pre/post surveys. Students also completed reflection papers. A paired-samples t-test was conducted to evaluate the impact of the interprofessional learning module on the students' scores on the IEPS. There was a statistically significant increase in IEPS scores from pre-test to post-test. Analysis of the reflection papers provided further evidence of interprofessional growth. Recommendations for future interprofessional learning modules are discussed.
Location
Atrium/Concourse
Recommended Citation
Bagatell, Nancy and Broggi, Michelle, "Physical and Occupational Therapy Students' Perceptions of an Interprofessional Education Experience " (2012). SoTL Commons Conference. 67.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2012/67
Physical and Occupational Therapy Students' Perceptions of an Interprofessional Education Experience
Atrium/Concourse
Interprofessional collaboration is considered a vital part of the professional life of health care professionals. However, few professional programs offer structured in-class activities which model and encourage interprofessional collaboration. Relatively little is known about how interprofessional learning activities impact students' perceptions of interprofessional collaboration. To address this concern, occupational and physical therapy students participated a three week long interprofessional learning module involving structured video case studies. The Interdisciplinary Education Perception Scale (IEPS) was administered to students before and after the completion of the module. 97 students completed the pre/post surveys. Students also completed reflection papers. A paired-samples t-test was conducted to evaluate the impact of the interprofessional learning module on the students' scores on the IEPS. There was a statistically significant increase in IEPS scores from pre-test to post-test. Analysis of the reflection papers provided further evidence of interprofessional growth. Recommendations for future interprofessional learning modules are discussed.
