Date Presented 03/26/20
The purpose of this quantitative study was to assess if a four-month-long training and coaching program could improve interprofessional collaboration in a sample of 27 pairs of teachers and OTs. A paired-sample t-test found statistical significance between pre- and posttest scores, indicating improvement in communication, role perception, and conflict resolution. This study provides an effective training and coaching sequence to improve collaboration in school-based settings.
Primary Author and Speaker: Kurt Hubbard
Additional Authors and Speakers: Zahava Friedman
PURPOSE: The purpose of this quantitative, quasi-experimental study was to determine whether a 4-month long interprofessional collaboration training/coaching program would improve the abilities of participants, as measured by pre- and post-self-scoring on the Interprofessional Collaborative Competencies Attainment Survey (ICCAS). American leaders in the field of occupational therapy laud a consultative/collaborative approach to school-based occupational therapy (Garfinkel & Seruya, 2018). Yet, American occupational therapists report that the majority of their time is committed to direct service delivery model (AOTA, 2015). Few U.S. studies have trained occupational therapists and educators in the consultative/collaborative practice model (Missiuna et al., 2017). Interprofessional collaboration among educators and occupational therapists could potentially improve following a training/coaching sequence.
DESIGN: The study utilized a quantitative, quasi-experimental approach to assess change/improvement in interprofessional collaboration ability following a 4-month training and coaching sequence for 27 educator-occupational therapist dyads. While studies using qualitative methodology reported lack of interprofessional collaboration in school-based occupational therapy, quantitative, intervention-based approaches have been scarce (Missiuna, 2017). Inclusionary criteria was defined in this study as an “educator” and “occupational therapist” as a person with one year of full-time post-licensed experience in a school-based. Participants were recruited from the central New Jersey area, using an IRB approved recruitment script, via online networking websites, teacher/therapist membership lists, and professional development partnering company contact lists. From full group of recruits, 27 pairs of teachers and occupational therapists were randomly selected to a 4-month long interprofessional collaboration training/coaching program.
METHOD: Data consisted of pre- and post-test scoring on the ICCAS survey, completed at the onset of the study, and following 4-month-long training/coaching sequence. The ICCAS is a 20-item self-survey of interprofessional collaborative behaviors, covering specified skills across six areas (Archibald et al., 2014). The consistent 4-month training and coaching sequence was selected as the independent variable, while difference between pre- and post-test scores served as the dependent variable. All training/coaching sessions were completed by the primary researcher. ICCAS survey results from pre- and post-test were tabulated, summed, and analyzed via paired sample t-test.
RESULTS: Results of the paired sample t-test revealed statistically significant differences between pre- and post-test scores on all three variables of interprofessional collaboration, following the 4-month-long training/coaching sequence. Therefore, one can conclude that a four-month long training and coaching sequence on interprofessional collaboration resulted in higher self-reported scores on ICCAS survey items pertaining to the communication, role perception and conflict resolution.
CONCLUSION: It was concluded that a four-month-long training and coaching sequence improved self-reported skills of communication, role perception, and conflict resolution. This demonstrated that an ongoing training and coaching initiative brought about statistically significant skill improvements. Furthermore, this study demonstrated the use of a unique dyad, the teacher and occupational therapist, as an agent of improvement. These improvements in skills should impact communication, flexibility, and openness to change; ultimately improving work satisfaction, role understanding, and overall cohesiveness for key education players.
References
American Occupational Therapy Association. (2015). 2015 AOTA Salary & workforce survey. Bethesda, MD: AOTA Press.
Archibald, D., Trumpower, D., & MacDonald, C. (2014). Validation of the interprofessional collaborative competency attainment survey (ICCAS). Journal of Interprofessional Care, 28(6), 553-558. https://doi.org/10.3109/13561820.2014.917407
Garfinkel, M., & Seruya, F. M. (2018). Therapists’ perceptions of the 3: 1 Service Delivery Model: A workload approach to school-based practice. Journal of Occupational Therapy, Schools, & Early Intervention, 1-18. https://doi.org/10.1080/19411243.2018.1455551
Missiuna, C., Pollock, N., Campbell, N., Bennett, S., Hecimovich, C., Gaines, R., & ... Molinaro, E. (2012a). Use of the Medical Research Council Framework to develop a complex intervention in pediatric occupational therapy: Assessing feasibility. Research In Developmental Disabilities, 331443-1452. https://doi.org/10.1016/j.ridd.2012.03.018
