An Exploration of an Interprofessional Embedded Educational Model between Occupational Therapy and Industrial Design: A Qualitative Hermeneutical Phenomenological Inquiry

Autor/inn/en	Barrett, Michael P.; McNabb, Sarah A.; Mollo, Kimberly S.; Schneider, Eric; Corlett, Tod
Titel	An Exploration of an Interprofessional Embedded Educational Model between Occupational Therapy and Industrial Design: A Qualitative Hermeneutical Phenomenological Inquiry
Quelle	In: International Journal of Technology and Design Education, 33 (2023) 5, S.1901-1921 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barrett, Michael P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0957 7572
DOI	10.1007/s10798-022-09797-4
Schlagwörter	Interprofessional Relationship; Professional Education; Occupational Therapy; Industrial Arts; Design; Hermeneutics; Phenomenology; Doctoral Students; Masters Programs; Student Experience; Cooperative Learning; Communication Skills; Student Projects; Skill Development + Suchen Sie Ihr Suchwort? Berufsausbildung; Beschäftigungstherapie; Industriekultur; Kunstgewerbe; Hermeneutik; Phenomenological psychology; Phänomenologie; Psychologie; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Magister course; Magisterstudiengang; Studienerfahrung; Kooperatives Lernen; Kommunikationsstil; Schulprojekt; Kompetenzentwicklung; Qualifikationsentwicklung
Abstract	Background: Interprofessional education represents an opportunity for healthcare and design students to deepen their understanding of users and enhance skill development through collaborative experiences. Embedding these collaborative experiences within entire curricula moves the notion of experiential learning from stand-alone projects towards the nuanced learning opportunities only available with sustained regular contact. Methods: Occupational therapy doctoral students were integrated into two cohorts of Master of Industrial Design (MSID) student courses for one academic year. Interviews were conducted to gather qualitative information about the student experiences, which were then transcribed, coded, and analyzed for themes. Results: Industrial design students reported positive learning experiences when collaborating with occupational therapy students that deepened understanding of user-centeredness, improved communication skills, and more well-developed student projects than would have been possible alone. Conclusion: The contribution of occupational therapy and industrial design students into collaborative courses and projects may result in a greater topical understanding and more advanced skill development than any singular discipline's program. Further research to compare development against students without collaborative experiences is needed to understand the magnitude of a collaboration's potential impact. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01