Student Perceptions of Integrating Interprofessional Education and Overcoming Barriers: A Case Report

Autor/inn/en	Figgins, Molly M.; Feld, Sharon D.; DeShaw, Kathryn J.
Titel	Student Perceptions of Integrating Interprofessional Education and Overcoming Barriers: A Case Report
Quelle	In: Athletic Training Education Journal, 18 (2023) 2, S.1-7 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-380X
Schlagwörter	Graduate Students; Masters Programs; Student Attitudes; Interprofessional Relationship; Professional Education; Barriers; Athletics; Physical Education; Health Education; Health Services; Interdisciplinary Approach; Scores; Teacher Collaboration; Cooperation; Workshops; Allied Health Personnel; Mental Health; Counseling + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Schülerverhalten; Berufsausbildung; Leichtathletik; Körpererziehung; Sportunterricht; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Health service; Gesundheitsdienst; Gesundheitswesen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehrerkooperation; Co-operation; Kooperation; Lernwerkstatt; Schulung; Psychohygiene; Counselling; Beratung
Abstract	Context: Health care education programs require interprofessional education (IPE) as a curricular requirement to prepare students for collaborative practice upon entrance to the field of health care. However, there are still barriers to integrating IPE, and there is a need for more research regarding athletic training student perceptions and learning from IPE education and how program faculty can overcome barriers to IPE. Objective: The purpose of this case report is to examine how program faculty have overcome barriers to IPE within a professional-level, master's degree--granting athletic training program (ATP) at a small liberal arts institution in the Midwestern United States. In addition, we investigated the students' perceptions of IPE. Design: We examined one ATP and how specific barriers to IPE were overcome, and student perceptions of IPE. Intervention(s): The ATP program faculty developed relationships with 3 different disciplines to develop and host 3 separate workshops. Collaborative workshops were designed with physician assistant, graduate mental health counseling, and undergraduate social work programs. We used the Interprofessional Collaborative Competencies Attainment Survey as a pre- and post-workshop assessment for student perceptions and learning. Results: All participants reported higher scores after each workshop with no significant differences between the disciplines. Initial results from each workshop revealed no student benefited more than any of the other students. In addition, program faculty were able to overcome common barriers to achieve planned IPE within the ATP curriculum. Conclusions: Health care is a collaborative field, and to ensure patients receive the best care possible, health care students must be educated in collaborative practice. While barriers exist to integrating IPE into health care education programs, faculty who collaborate with one another can overcome these barriers to develop meaningful IPE. (As Provided).
Anmerkungen	National Athletic Trainers' Association. 2952 Stemmons Freeway Suite 200, Dallas, TX 75247. Tel: 214-637-6282; Fax: 214-637-2206; e-mail: ATEdJournal@gmail.com; Web site: https://meridian.allenpress.com/atej
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01