Date Presented 03/22/24
This study examined intraprofessional collaboration in MOT and OTA students in a didactic clinical skills course. The results confirmed that both students had improved perceived ability to engage in intraprofessional collaboration over time.
Primary Author and Speaker: Chia-Wei Fan
Additional Authors and Speakers: Vicki Case, Christine Moghimi
PURPOSE: This study paired Master of Occupational Therapy (MOT) and Occupational Therapy Assistant (OTA) students in small groups for 13 weeks. Students’ perceived importance and ability to engage in intraprofessional collaboration were measured and compared differences.
DESIGN: The study used the mixed-method and repeated measured design.
METHOD: Procedures: Study participants included 126 first-year student (79 MOT students and 47 OTA students). Students were placed in MOT/OTA pairs or triads. Students worked together in the weekly 2-hour clinical skills class and were able to attend an optional weekly 2-hour open lab. Examples of clinical skills and relevant activities covered in this study including: wheelchair, transfers and bed mobility, etc. Measurements: The intraprofessional survey was used to evaluate students’ perceived importance and ability at three-time points (i.e., the first class [T1], mid-trimester [T2], and the last class [T3]). Two focus groups were conducted at the end of the study with blended MOT/OTA students to explore their collaboration experience. Data Analysis: Friedman’s ANOVA and Wilcoxon signed rank test were used to examine the differences. Qualitative data were coded for themes and recorded frequency.
RESULTS: Both MOT and OTA students had a high perceived importance on intraprofessional collaboration at T1 and maintained it through T3. The MOT and OTA students showed significant perceived ability improvement from T1 to T2, and from T2 to T3, respectively. Four themes were identified, which included: professional development, relationship-building, hurdles, and disparity-feeling. Both MOT and OTA students strongly agreed this collaborative activity offered a valuable learning experience and enhanced their understanding of MOT/OTA partnership possibilities.
CONCLUSION: This study showed the value of collaborative learning and can be used to inform future intraprofessional collaboration curriculum development.
References
Accreditation Council for Occupational Therapy Education. (2018, December). Accreditation Council for Occupational Therapy Education Accreditation Manual. Retrieved from https://www.aota.org/∼/media/Corporate/Files/EducationCareers/Accredit/Policies/ACOTE%20Manual%20Complete.pdf
American Occupational Therapy Association. (2018). Importance of collaborative occupational therapist–occupational therapy assistant intraprofessional education in occupational therapy curricula. American Journal of Occupational Therapy, 72(Suppl. 2), 7212410030. https://doi.org/10.5014/ajot.2018.72S207
Fan, C. W., Huang, H. H., & Case, V. (2021). Intraprofessional collaboration in learning evidence-based practice. Journal of Occupational Therapy Education, 5(3). https://doi.org/10.26681/jote.2021.050308
