The integrated model for interprofessional education: a design for preparing health professions' students to work in interprofessional teams.

An important element in the process of helping students learn to work interprofessionally is figuring out how to design high-impact learning experiences that engage students in meaningful learning that is collaborative and experiential and can transform students understanding of their own and others' roles in the health care process. In this article, a model for interprofessional education, the Integrated Model for Interprofessional Education (IMIPE), is shared for introducing students in the health professions to the roles and responsibilities of some of the other healthcare professionals with whom they will work in practice. The IMIPE is a process model developed by an interprofessional faculty team used as the focal point of a pilot educational event for students from nursing, occupational therapy, physician assistant studies, and social work. The IMIPE is a derived model that combines concepts of holism, participation, and practical education, grounded in the adult educational philosophy of progressivism. Progressive adult education is focused on practical knowledge and problem-solving skills. The model uses collaborative, experiential, and transformative learning approaches to foster outcomes of communication, critical reflection, teamwork, ethics, and recognition of patient-client needs. These outcomes represent those identified by the World Health Organization and the Interprofessional Education Collaborative Expert Panel.

Occupational therapy admissions: professionalization and personality.

PURPOSE: Specific characteristics of occupational therapy students were examined before and after matriculating through a master's of occupational therapy educational program to see if any characteristics changed during the didactic portion of the program and to see how specific characteristics could be determined using noncognitive variables in occupational therapy education admissions. METHODS: This study used a quantitative pre- and post-test design, incorporating volunteer students to take the CPI 260® personality test. All participants signed consent forms prior to the first administration of the CPI 260®. The final tally included 14 occupational therapy students. RESULTS: Twenty-five of the 26 characteristics on the CPI 260® were not found to change significantly over time. Only 1 characteristic was found to be significant (p ≤ 0.05), and that was a lower median score on "achievement via conformance." This was considered to be a positive result, because the profession needs less conformity and more innovation to enhance its professionalization. CONCLUSION: This pilot study provides a reasonable indicator that health care professional educational programs should consider the use of noncognitive variables for admissions if they wish to bring individuals into the professions who have specific characteristics. Admission committees can identify specific characteristics they desire and then identify activities that demonstrate that characteristic. A tool to assist in identifying core professionalization activities among OT school candidates is presented.

Student perceptions of outcomes from participation in physical therapy pro bono clinics: a qualitative study.

The purpose of this qualitative study was to assess the students' perception of the professional impact of volunteering in a pro bono physical therapy clinic. Three focus groups of second- and third-year physical therapy students were conducted using a flexible guide of questions. Focus groups' transcriptions were coded, and themes and subthemes were developed from these codes. Four main themes emerged from the data: Core Values, Clinical Physical Therapy Skills, Professional Growth, and Community and Professional Connections. Multiple sub-themes also emerged. The development of a broad range of tangible and less tangible professional characteristics helps to validate student volunteer participation in physical therapy pro bono clinics.