ABSTRACT
PURPOSE: This qualitative study examined perceptions of interprofessional education (IPE) and professional roles following a standardized patient experience in occupational therapy (OT) and physical therapy (PT) students. RATIONALE: Simulation-based learning experiences offer effective means to enhance IPE. Limited research exists in OT and PT about student perceptions of IPE and professional roles following a standardized patient experience. DESIGN: Perceptions of OT and PT students were measured using a pre/post questionnaire design in a mixed-methods study, with the qualitative component presented in this article. METHODS: One hundred students participated (51 second-year OT, 49 third-year PT students). Students completed a questionnaire regarding interprofessional practice and professional roles within the healthcare team. Students participated in small group interdisciplinary case work, faculty-led discussion, and a simulated patient case. Students completed a post survey with additional questions regarding the experiences. Data were analyzed using an inductive coding methodology. FINDINGS: Two main themes were identified: student outcomes (subthemes: scope of practice, team communication and collaboration) and IPE design (subthemes: team composition, curricular sequence, amount of time for experience). CONCLUSIONS: These findings relay perceptions of IPE and professional roles following a standardized patient experience. Further modification to the curricular timeframe and experience design should be explored with IPE experiences.
