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Related Experiment Videos

The educational interaction between physical therapy and occupational therapy students.

Kimberly K Cleary1, Dana M Howell

  • 1Department of Physical and Occupational Therapy, Idaho State University, Pocatello, Idaho 83209, USA. cleakimb@isu.edu

Journal of Allied Health
|June 13, 2003
PubMed
Summary

Shared learning between physical therapy (PT) and occupational therapy (OT) students is common in coursework but rare in clinical settings. Interdisciplinary education faces challenges like resource constraints and curricular differences, hindering essential teamwork preparation.

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Area of Science:

  • Health Professions Education
  • Interprofessional Education
  • Rehabilitation Sciences

Background:

  • Interprofessional education (IPE) is crucial for preparing physical therapy (PT) and occupational therapy (OT) students for collaborative practice.
  • Understanding the current landscape of shared learning experiences between PT and OT programs in the U.S. is essential for advancing IPE.

Purpose of the Study:

  • To determine the prevalence of shared learning in U.S. PT and OT education.
  • To identify the terminology used for these shared educational experiences.
  • To explore the perceived benefits, challenges, and barriers of interprofessional learning between PT and OT students.

Main Methods:

  • A census survey study was conducted, mailing questionnaires to all program directors (n=206) of accredited or developing entry-level PT and OT programs in the U.S. (N=103).

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  • The survey collected data on the extent of shared coursework and clinical experiences, terminology used, and perceived barriers, benefits, and challenges.

    • Main Results:

    • A majority of PT (67.8%) and OT (65.6%) program directors reported shared coursework, but only 12.5% of OT directors and none of the PT directors reported shared clinical experiences.
    • The term "interdisciplinary" was most commonly used to describe shared learning.
    • Key benefits included resource sharing and mutual professional understanding, while challenges involved resource limitations, curricular disparities, and differing faculty expectations.

    Conclusions:

    • While shared coursework is prevalent, the lack of shared clinical experiences in PT and OT programs limits opportunities for students to develop essential collaborative practice skills.
    • Implementing effective interdisciplinary education models requires addressing significant barriers, including resource constraints and curricular alignment.
    • Most U.S. PT and OT students currently lack practical experience in the teamwork vital for their future professions.