Changes in Physical and Occupational Therapy Students' Self-efficacy Using an Interprofessional Case-based Educational Experience

Abstract

Introduction. The Commission on Accreditation in Physical Therapy Education and the Accreditation Council for Occupational Therapy Education require the integration of interprofessional education (IPE) into their respective educational programs. This follows reports from the Institute of Medicine and the World Health Organization that highlight the importance of IPE to prepare professionals for interprofessional collaborative practice. However, information related to practical strategies to incorporate learning experiences into the curriculum is sparse. The purpose of this study was to examine the impact of an interprofessional simulation on the self-efficacy of physical therapy (PT) and occupational therapy (OT) students and to explore student perceptions of the IPE experience to better understand their engagement in learning. Methods. The study sample included 51 first-year PT students and 36 third year OT students, all enrolled in a case-based class, respectively. A quasi-experimental pretest–posttest design was used to examine changes in self-efficacy for interprofessional learning among participants after an interprofessional simulation activity. Participants completed the Self-Efficacy for Interprofessional Experiential Learning (SEIEL) survey 1 week before the simulation activity (pretest) and 1 week after (posttest.) Qualitative methods were used to gather feedback from participants about the learning activity. Results. Self-efficacy scores for OT students and PT students on each SEIEL subscale were calculated. For the interprofessional interaction subscale, there was a significant main effect between pretest and posttest scores, with posttest scores higher than pretest scores. There was no difference based on whether they were an OT or PT student. Similarly, there was a significant main effect between pretest and posttest scores on the interprofessional team evaluation and feedback subscale, whereas there was no significant effect based on student discipline. Both OT and PT students reported they gained knowledge about the other profession's role, scope of practice, goals, and evaluation and treatment activities and described the opportunity to plan and problem solve as the most helpful aspect of this learning activity. Their responses indicated that they perceived the greatest learning through the direct hands-on time with the standardized patients and the rest of the time was not valuable as they were just watching. Discussion and Conclusion. Occupational therapy and PT students benefited equally with improved self-efficacy and positive learning outcomes. In a time with many uncertainties in IPE, this study provides evidence that a single, brief learning activity can be beneficial.