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Student Perceptions of a Live Standardized Patient Interprofessional Education Scenario: A Multi-Year Study
Megan E Edwards Collins1, Cynthia S Bell, Sara J Migliarese
1Dep. of Occupational Therapy, Winston-Salem State University, 601 S. Martin Luther King Jr. Drive, 448 F.L. Atkins Building, Winston-Salem, NC 27110, USA. Tel 336-750-3178. edwardsme@wssu.edu.
Purpose:
This qualitative study examined perceptions of interprofessional education (IPE) and professional roles following a standardized patient experience in occupational therapy (OT) and physical therapy (PT) students.
Rationale:
Simulation-based learning experiences offer effective means to enhance IPE. Limited research exists in OT and PT about student perceptions of IPE and professional roles following a standardized patient experience.
Design:
Perceptions of OT and PT students were measured using a pre/post questionnaire design in a mixed-methods study, with the qualitative component presented in this article.
Methods:
One hundred students participated (51 second-year OT, 49 third-year PT students). Students completed a questionnaire regarding interprofessional practice and professional roles within the healthcare team. Students participated in small group interdisciplinary case work, faculty-led discussion, and a simulated patient case. Students completed a post survey with additional questions regarding the experiences. Data were analyzed using an inductive coding methodology.
Findings:
Two main themes were identified: student outcomes (subthemes: scope of practice, team communication and collaboration) and IPE design (subthemes: team composition, curricular sequence, amount of time for experience).
Conclusions:
These findings relay perceptions of IPE and professional roles following a standardized patient experience. Further modification to the curricular timeframe and experience design should be explored with IPE experiences.
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