Date Presented 04/03/2025
Presentation of an interprofessional education model for graduate OT and SLP students in a preschool setting that improved collaboration and mutual understanding of professional roles.
Primary Author and Speaker: Bryan M. Gee
Contributing Authors: Wendy M. Morgan, Karissa Miller, Andrea M. Brown, Shannon Paulson
BACKGROUND: Authentic interprofessional practice is a valuable aspect of university graduate programs, particularly in rehabilitation sciences, and can impact practice and collaboration professionally (Harmon et al., 2019). It has been shown that interprofessional practice and more advanced IPE interventions may be more effective if students have positive attitudes toward teamwork and some basic knowledge of other health professions than their own (Jute et al., 2016). Although IPE has demonstrated great value in training students, many university healthcare programs struggle to implement this educational approach (Jute et al., 2016).
PURPOSE: The purpose of this presentation is to provide information on student perspectives of interprofessional training and clinical experience for graduate students in Speech-Language Pathology (SLP) and Occupational Therapy (OT) following collaboration in a preschool setting.
DESIGN: Pre and Post-Survey.
METHOD: Over three years, SLP and MOT students conducted weekly sensory motor groups. Prior to the experience, each student completed a 5 question questionnaire that examined their comfort with collaboration, their understanding of interprofessional roles, the influence of collaborative roles, and their perception of the need for collaboration in school settings.
RESULTS: The primary significant finding demonstrated how comfortable the SLPs were in working with OTs and vice versa. This demonstrates that the hands-on experience increased interprofessional collaboration and may have a positive effect. Qualitative perspectives indicated that students loved seeing the child more holistically and approaching learning through play and valued sharing their expertise that supported speech, language, sensory-motor, and fine motor development.
CONCLUSION: The IPE model presented is a viable approach to provide authentic interprofessional collaboration among OT and SLP students, enhancing community needs in a rural area.
References
Harmon, M, Farrell, C, Carter, V (2019). Launching into interprofessional education: Graduate students learning and growing together. Journal of Interprofessional Care, 30(5), 590–592.
Jutte, L. S., Browne, F. R., & Reynolds, M. (2016). Effects of an interprofessional project on students’ perspectives on interprofessional education and knowledge of health disciplines. Athletic Training Education Journal, 11(4), 189–193.
Council on Academic Accreditation in Audiology and Speech--Language Pathology. (2014). Standards for accreditation of graduate education programs in audiology and speech--language pathology (2008, revised 2014).
