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Virtual interprofessional education (IPE) enhances graduate students' confidence and competence in school-based practice. This virtual IPE experience improved perceptions of collaboration and teamwork skills.

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Area of Science:

  • Health Professions Education
  • Interprofessional Education
  • Virtual Learning Environments

Background:

  • Existing interprofessional education (IPE) literature primarily focuses on healthcare settings, with limited research on virtual IPE for school-based practice.
  • Understanding the impact of virtual IPE on allied health graduate students is crucial for developing effective collaborative practice models.
  • School-based practice requires strong interprofessional collaboration among occupational therapy (OT), physical therapy (PT), and speech-language pathology (SLP) professionals.

Purpose of the Study:

  • To examine changes in occupational therapy, physical therapy, and speech-language pathology graduate students' self-reported interprofessional (IP) competence and perceptions.
  • To evaluate the effects of a virtual IPE experience focused on school-based practice.
  • To assess the relationship between collaboration experiences and IP competence.

Main Methods:

  • A repeated measure design and retrospective analysis were employed.
  • Interprofessional Collaborative Competencies Attainment Survey-Revised (ICCAS-R) and post-event reflection questions measured IP competence.
  • Data from 130 graduate students were analyzed using descriptive statistics, Pearson correlations, post hoc analysis, and ANOVA.

Main Results:

  • Graduate students reported increased agreement with post-ICCAS statements, indicating greater perceived confidence after the virtual IPE experience.
  • A significant positive correlation was found between the number of collaboration experiences and pre- and post-ICCAS-R scores (p<0.05).
  • Thematic analysis identified four key themes related to students' communication and collaboration skills in team settings.

Conclusions:

  • Virtual IPE experiences positively impact graduate students' perceived interprofessional competence in school-based practice settings.
  • Virtual IPE effectively supports the development of Interprofessional Education Collaborative (IPEC) competencies, including roles, responsibilities, communication, and teamwork.
  • Virtual IPE can address accreditation standards and enhance collaborative practice readiness for future healthcare professionals.