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Interprofessional Education Among Occupational Therapy Programs: Faculty Perceptions of Challenges and Opportunities
Jason K Hughes1, Angela Allen2, Tim McLane3
1Jason K. Hughes, PhD, MS, OTR/L, CWCE, is Director of Occupational Therapy and Assistant Professor, Department of Occupational Therapy, DeBusk College of Osteopathic Medicine, Lincoln Memorial University, Knoxville, TN. At the time of this study, he was Assistant Professor, Department of Occupational Therapy, College of Allied Health Sciences, Augusta University, Augusta, GA; jason.hughes@lmunet.edu.
Summary
Occupational therapy faculty widely support interprofessional education (IPE), with ethics as a key competency. However, faculty and time constraints pose barriers to its implementation in curricula.
Area of Science:
- Health Professions Education
- Occupational Therapy
Background:
- Interprofessional education (IPE) is crucial for healthcare training.
- Understanding faculty perceptions is key to successful IPE integration.
Purpose of the Study:
- Investigate occupational therapy faculty beliefs and perceptions regarding IPE.
- Identify differences in IPE views between programs with and without an on-campus academic health center (AHC).
Main Methods:
- Online surveys distributed to 1,466 occupational therapy faculty.
- Data analyzed using descriptive statistics and cross-tabulations.
Main Results:
- Majority of faculty support the need for IPE.
- Ethics identified as the most critical IPE competency by both groups.
- IPE integration was more prevalent in programs affiliated with an on-campus AHC.
Conclusions:
- Occupational therapy faculty generally endorse IPE.
- Faculty and time limitations are significant barriers to IPE implementation.
- Affiliation with an AHC may facilitate IPE curriculum development.
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