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Related Experiment Video

Updated: May 9, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Instructional insight into interprofessional education (IPE).

Jodi L Schreiber¹, Anthony Goreczny

¹Occupational Therapy Program, Chatham University, Pittsburgh, Pennsylvania 15232, USA. jschreiber1@chatham.edu

Occupational Therapy in Health Care

|July 17, 2013

Summary

Interprofessional Education (IPE) is crucial for health science students to collaborate effectively. This article shares university IPE experiences and offers guidance for occupational therapy programs to meet accreditation standards.

Related Experiment Videos

Last Updated: May 9, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities

Published on: September 11, 2021

Area of Science:

Health Professions Education
Rehabilitation Sciences
Interprofessional Practice

Background:

Collaborative practice among health professionals is essential for optimal client outcomes in rehabilitation.
Evolving healthcare demands efficient, cost-effective client care, driving the integration of interprofessional teams in professional education.
Accrediting bodies, including the Accreditation Council for Occupational Therapy Education (ACOTE), now mandate Interprofessional Education (IPE) experiences for students.

Purpose of the Study:

To describe the Interprofessional Education (IPE) experiences implemented at a small university.
To provide practical suggestions for occupational therapy educational programs aiming to meet new ACOTE accreditation standards for IPE.
To enhance student awareness of and participation in interprofessional learning environments.

Main Methods:

The article details specific Interprofessional Education (IPE) activities undertaken by a university's occupational therapy program.
It outlines the practical implementation of collaborative learning scenarios designed to expose students to other health professions.
The approach focuses on experiential learning within the academic setting.

Main Results:

The described IPE experiences provided students with practical exposure to the roles and practices of other health science professionals.
The implementation aimed to foster greater awareness and active participation in interprofessional collaborative situations.
The university's initiative serves as a model for other occupational therapy programs.

Conclusions:

Implementing Interprofessional Education (IPE) is vital for occupational therapy programs to align with current accreditation standards.
Sharing practical IPE experiences can guide other institutions in developing effective collaborative learning opportunities.
Successful IPE fosters essential skills for future interprofessional healthcare delivery and improved client outcomes.