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Abstract

Introduction: Inclusion of interprofessional education (IPE) in academia is required by education accreditation agencies for occupational therapy (OT) and physical therapy (PT) in the United States. Limited information is available on models of IPE to guide faculty. The purpose of this pilot study was to determine the feasibility of implementing a recently designed IPE model with OT and PT graduate students. This IPE model aligned Interprofessional Education Collaborative core competency domains with novel learning activities, such as an escape room, simulated medical chart, and two simulations.

Methods: Data were retrieved from 52 auto-enrolled students (n=14 OT) and (n=38 PT) in a 15-week course held in 2019. Students completed the Interprofessional Education Collaborative Self-Assessment Tool on the first day (pre) and last day (post) of the course. Inclusion criteria required all archived assignments to be completed thoroughly. Data were analyzed using a non-parametric statistical test with a significant threshold set at p < 0.05.

Results: Results indicated total post-scores were significantly higher compared to pre-scores, z = -5.08, p < .001. Further, sub-group analysis using the Wilcoxon Signed Ranks Test showed significantly higher post-scores compared to pre-scores for interaction component (z=-5.27, p < .001) and values component (z=-2.50, p =.012). Comparison between OT and PT students using the Mann-Whitney U test did not show any significant difference in total scores (U=231.5; p=.853), interaction component (U=221.0; p=.678), and value component (U=238.5; p=.972).

Discussion: This IPE model is feasible for a larger study and, after participating, students will move forward in the curriculum with better IPE foundational knowledge.

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