Abstract
Background:
Interprofessional education (IPE) is recognized by the World Health Organization (WHO) and Institute of Medicine (IOM) as foundational to achieving safe, high quality, accessible, patient-centered care (Buring et al., 2009). Interprofessional (IP) teams provide opportunities to exchange knowledge and appreciate the scope of practice among healthcare professions. Hospitals utilize a variety of IP teams. IP early mobility (EM) teams are common among the regionÍs hospital systems; however, occupational therapy students (OTS) and respiratory therapy students (RTS) have minimal opportunity to participate. The purpose of the study is to describe this IP activity and evaluate and summarize student perceptions of this peer-teaching and learning activity.
Methods:
The study was approved by the IRB. Participants included graduate OTS and undergraduate RTS. To provide students with realistic patient interactions and optimal feedback during the simulation, volunteers were recruited from the local OT and RT network to role-play mechanically ventilated patients and patients on bland aerosol therapy via tracheostomy tube. Prior to the simulation, OTS and RTS presented on various components of their profession (scope of practice, importance of functional and EM, how to perform a stand-pivot transfer, overview of oxygen modalities and assessment parameters). Next, students were required to safely transfer the patient while maintaining equipment, monitoring vital signs, and appropriately assessing the patient. Finally, students were debriefed and asked to participate in a 4-point Likert scale survey consisting of 6 questions focused on the peer-teaching experience. Results were summarized by ni and fi.
Results:
47 students participated; 31 OTS and 16 RTS. The ni and fi of students responding ñStrongly Agreeî to the 6 survey questions (Q) are: Q1 (n = 39) 83%, Q2 (n = 37) 79%, Q3 (n = 32) 68%, Q4 (n = 35) 74%, Q5 (n = 34) 72%, and Q6 (n = 46) 98%. Majority of students strongly agree with each survey question.
Conclusions:
Overall, student perceptions of this IP peer-teaching and learning activity and working in an IP environment were positive. Faculty plan to continue this IP activity. Reference: Buring SM, Bhushan A, Broeseker A, Conway S, Duncan-Hewitt W, Hansen L, Westberg S. Interprofessional education: definitions, student competencies, and guidelines for implementation. Am J Pharma Educ 2009;73(4). Disclosures: None
Survey Questions
Survey Responses
ni
fii
Q1: What I have learned in this unit will help with my OT/RT role.
Strongly Agree
39
83%
Agree
8
17%
Disagree
0
0%
Strongly Disagree
0
0%
Q2: The peer-teaching experience was time and effort well spent.
Strongly Agree
37
79%
Agree
10
21%
Disagree
0
0%
Strongly Disagree
0
0%
Q3: From this experience, my understanding of the principles underpinning teaching and learning has increased.
Strongly Agree
32
68%
Agree
13
28%
Disagree
2
4%
Strongly Disagree
0
0%
Q4: The peer-teaching experience allowed me to reflect on my own previous learning.
Strongly Agree
35
74%
Agree
12
26%
Disagree
0
0%
Strongly Disagree
0
0%
Q5: I will be more confident teaching a clinical skill after this experience.
Strongly Agree
34
72%
Agree
12
26%
Disagree
1
2%
Strongly Disagree
0
0%
Q6: Occupational therapists/Respiratory therapists have a professional responsibility to teach students and their peers.
Strongly Agree
46
98%
Agree
1
2%
Disagree
0
0%
Strongly Disagree
0
0%
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