Comparison of delivery methods of an interprofessional education activity for occupational therapy and physical therapy students

Abstract

Title: Comparison of delivery methods of an interprofessional education activity for occupational therapy and physical therapy students Authors: Trojanowski, Suzanne; Woodworth, Jillian; Yorke Amy M. Background: Physical rehabilitation is completed by several health care professionals including occupational therapists (OT) and physical therapists (PT). The professions overlap in some responsibilities but have unique areas of expertise. It is important for OT and PT students to understand these similarities and differences. The Introduction to IPE event for OT and PT students focuses on the teams and teamwork and roles and responsibilities of the IPEC competencies. This activity has been successfully implemented in the past. In the fall of 2020, COVID changed how classroom and IPE activities were delivered. This mixed-methods study seeks to compare learning outcomes from a traditional face-to-face delivery to an online delivery of an IPE event. Methods: Occupational therapy (n=24) and physical therapy (n=56) students were placed into small groups consisting of one OT student and 2-3 PT students. The students were instructed to complete the RIPLS pre-activity; to watch an introductory video of the authors (ST and JW) answering the interview questions; connect with their group members and arrange for an online meeting. During this online meeting, students followed a structured outline provided by the instructors. After the meeting, students completed a reflection of the encounter and the post-activity RIPLS. The pre- post-test RIPLS was analyzed using SPSS. Students then completed a written reflection of the activity addressing the following questions: 1) Summarize the icebreaker and interview; 2) How has your knowledge increased about the OT and PT profession?; 3) How has your knowledge increased regarding interprofessional collaboration? The de-identified reflections were analyzed to identify common themes. Results from 2020 (online delivery) were compared with 2019 (face-to-face delivery). Results: A total of 65 DPT (n=45) and OTD (n=20) students fully completed both the pre and post surveys (overall response rate 81.3%). The average age of the sample was 24.4 years (SD=3.5) with 66.2% of the sample being female (n=43). Comparing the results of the 2019 face to face/2020 online RIPLS total prior to the IPE experience were 85.8(SD=7.4)/83.7(SD=7.3) and after 87.1(SD=7.1)/86.8(SD=6.7). The themes of the 2019 reflections and the 2020 reflections were similar including personal experiences influenced career choice; observation experiences shaped understanding of interprofessional collaboration; the two professions have both similarities and differences; looking forward to future opportunities. Additional themes included imbalance in group size (one OT student with two to three PT students per group). This led to several of the OT students expressing feelings of power imbalance. Lessons Learned: An introductory IPE activity originally designed to be done face to face was able to successfully be transitioned to an online format. The response rate increased between 2019 (63.7%) and 2020 (81.3%). There were no meaningful differences between 2019 and 2020 RIPLS scores. This was consistent for pre-RIPLS and post-RIPLS. Delivery of this IPE event was feasible in an online environment. This IPE event can be completed in a variety of formats allowing flexibility in pedagogic delivery methods. Future Application and Next Steps: Exploration of further online IPE activities that will continue to develop the interprofessional competencies required for these new professionals meet the demands of an ever world. Use of online delivery of IPE could expand possible collaborations with other physical rehabilitation departments outside of those at the University of Michigan Flint. Some examples include Speech-Language Pathology and Recreational Therapy. Considerations for cohort sizes and power imbalance should be considered when designing IPE activities.