Framework for an interprofessional experience addressing health and disability for health professional students

被引:0
|
作者
Woodworth, Jillian [1 ]
Smith, Laura J. [2 ]
Andreoli, Jeanne M. [3 ]
Erickson, Steven R. [4 ]
机构
[1] Univ Michigan Flint, Occupat Therapy Dept, 2157 William S White Bldg,303 E Kearsley St, Flint, MI 48502 USA
[2] Univ Michigan Flint, Phys Therapy Dept, Postprofess Clin Profess Dev, 2157 William S White Bldg,303 E Kearsley St, Flint, MI 48502 USA
[3] Univ Michigan, UM Ctr Res Learning & Teaching, 1071 Palmer Commons,100 Washtenaw Ave, Ann Arbor, MI 48109 USA
[4] Univ Michigan, Coll Pharm, 428 Church St, Ann Arbor, MI 48109 USA
关键词
Interprofessional education; Pharmacy; Physical therapy; Occupational therapy; Experiential; Disability; CULTURAL COMPETENCE; CARE;
D O I
10.1016/j.cptl.2024.03.004
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
Background and purpose: A Health and Disabilities Interprofessional Education (IPE) course was implemented to join three healthcare disciplines together to collaboratively plan, implement, and reflect on professional roles and responsibilities. The goal and purpose of this course was to create an advancement of interprofessional education and practice within health science professions early in their students ' programs utilizing innovative teaching methods working directly with individuals with disabilities. Educational activity and setting: 72 students were assigned to interprofessional teams of 10 -11 people. Through asynchronous and synchronous learning activities, student teams worked together to plan and conduct community -based client interviews. Findings: Quantitative and qualitative evaluation methods were used to explore the impact of interprofessional experiential learning experiences. Qualitative data showed a greater awareness and understanding of the different roles and responsibilities in interprofessional teams as well as a greater appreciation for the value of interacting with persons with disabilities (PWD) during their training. Quantitative data showed a significant change in students ' understanding of their roles and responsibilities as a member of an interprofessional team, their confidence with working with PWD in a future healthcare capacity, as well as their understanding of how the social determinants of health may influence the healthcare experience of a PWD. Summary: Interprofessional education and experiential learning opportunities are good ways to facilitate "real " patient care experiences and team roles and responsibilities. This enables healthcare students to practice communication, build relationships, and understand the lived experience of their patients.
引用
收藏
页码:453 / 459
页数:7
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