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Related Experiment Video

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The Social Dimension of Stress: Experimental Manipulations of Social Support and Social Identity in the Trier Social Stress Test

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Self-Efficacy for Interprofessional Experiential Learning Through an International Service Trip: A Mixed-Methods

William Sit¹, Katy Davis¹, Ryan Hulla²

¹School of Occupational Therapy, Texas Woman's University, Dallas, TX, USA.

Occupational Therapy in Health Care

|March 23, 2025

Summary

Interprofessional experiential learning on service trips significantly boosts therapy students' self-efficacy. Collaboration among different therapy professions enhances confidence in teamwork and interprofessional skills.

Keywords:

Collaboration education evaluation and feedback interaction interdisciplinary

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Area of Science:

Medical Education
Health Professions Education
Interprofessional Education

Background:

Interprofessional experiential learning is crucial for developing collaborative healthcare professionals.
Service trips offer unique opportunities for immersive interprofessional education.
Assessing the impact on student self-efficacy is vital for program development.

Purpose of the Study:

To examine the effect of an international interprofessional service trip on the self-efficacy of occupational therapy, physical therapy, and speech pathology students.
To evaluate changes in students' confidence regarding interprofessional interaction and team evaluation.
To explore student perceptions of how interprofessional collaboration influences their self-efficacy.

Main Methods:

Pilot mixed-methods educational study involving therapy students on a 9-day service trip to Guatemala.
Pre- and post-trip surveys with open-ended questions were administered to assess self-efficacy.
Quantitative analysis of survey data and qualitative analysis of open-ended responses.

Main Results:

Statistically significant increases in self-efficacy were observed in interprofessional interaction and team evaluation post-trip.
Student self-efficacy was positively impacted by participation in interprofessional experiential learning.
Qualitative data indicated that collaboration with peers from other professions was a key factor influencing self-efficacy.

Conclusions:

International interprofessional service trips effectively enhance therapy students' self-efficacy.
Peer collaboration across different health professions is a powerful driver of increased self-efficacy.
Findings support the continued development and implementation of interprofessional service-learning initiatives.