Electronic Thesis and Dissertation Repository

Thesis Format

Monograph

Degree

Master of Science

Program

Health and Rehabilitation Sciences

Supervisor

Brunton, Laura

Abstract

Background: Interprofessional education (IPE) is increasingly being recognized as an essential component of training future healthcare providers. IPE allows students to learn collaboratively preparing them for future collaborative practice. Purpose: This study aimed to identify strategies valued by rehabilitation therapy students and clinical instructors in the development and implementation of IPE placements. Method: Through interviews and focus groups, this study explored the experiences and perspectives of students and clinical instructors regarding IPE placements for students in rehabilitation therapy programs. Results: Four major themes emerged from the findings of this study relating to the development and implementation of IPE placements. Themes included views on IPE placements, general structure, learning activities, and supervision. Conclusion: This study identified strategies valued by students and clinical instructors, as well as challenges that can inform the development and implementation of IPE placements.

Summary for Lay Audience

Interprofessional education (IPE) placements provide students from different healthcare disciplines with practical opportunities to learn and work together to prepare them to deliver collaborative care to patients. Rehabilitation therapy professionals are expected to practice efficiently and effectively in collaborative teams upon entry-to-practice, but typically have little exposure to other rehabilitation professionals during their training. This means these professionals stand to benefit a lot from IPE experiential learning opportunities, such as placements, during their training. Studies have been conducted to explore what learners found beneficial about a particular IPE learning opportunity, but little is known on what learners find beneficial in the development and implementation of these IPE opportunities. In an attempt to fill this gap, this study explored what strategies rehabilitation therapy students, as well as clinical preceptors and faculty members with past IPE experience find valuable to interprofessional learning.

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