Interprofessional Education: A Team Approach in the Classroom

Interprofessional education is an increasingly common component of course work for health care professionals. Extant research provides examples of these collaborations across multiple health disciplines, however, there is no research that addresses interprofessional education between the fields of occupational therapy and dietetics. This study was conducted in order to fill the gap of extant research related to unique collaborations between occupational therapy and dietetics. The Interprofessional Attitudes Scale was given to occupational therapy and dietetic students pre/post participation in an interprofessional, active learning, educational case-study. There was one item on the scale that demonstrated a statistically significant change (“shared learning before graduation will help me become a better team worker”), while all other items showed only a slight positive increase. While this study suggests that students value interprofessional education, there is further research needed to determine what types of interprofessional education are most impactful for students at various levels of education

Social Constructivism in Learning: Peer Teaching & Learning

Social constructivism is an educational theory that can be applied in collaborative ways to facilitate student peer teaching and learning. University faculty may be unfamiliar with how to plan, structure, and instruct students in peer teaching and learning projects while providing an emotionally supportive environment. This article will identify characteristics of course activities that promote peer teaching and learning. Two student examples of a three-component peer teaching module will be highlighted along with the grading rubric. This article also describes an assignment module that was offered in a face-to-face second-year course in a professional allied health program. These assignment guidelines could also be utilized in general education courses and upper level courses in various colleges within the university. The peer teaching and learning model could also encourage student engagement in online synchronous or asynchronous learning

Improving Hand Recovery in Tetraplegia Through the use of Meaningful Occupations: A Qualitative Case Series

Purpose: This qualitative descriptive study explored participants’, with chronic spinal cord injury (SCI), experiences with meaningful intensive task specific training (ITST). Methods: Three participants completed 24-ITST upper extremity motor therapy intervention sessions. Qualitative interviews were completed at three time points for a case series: baseline, within 7 days of the completion of the final ITST intervention session, and within one month of the final ITST intervention session for a total of 9 interviews. Results: Three themes were identified including: Quality of Movement Enhances Normal Use of Hands, Empowering Through Education and Motivation to Participate and Enhance Quality of Life. Through the use of motor learning concepts, positive reinforcement, and education positive outcomes were reported and promoted self-efficacy in all participants. Conclusions: A collaborative and client-centered approach to rehabilitation with a focus on performance-based goals was found to increase self-efficacy leading to greater independence and self-determination for participants. Interventions focusing on meaningful client-centered occupations are recommended. Individuals with chronic SCI typically do not have access to rehabilitation services and more research is needed on interventions to further explore the benefits of additional rehabilitation services and an increased focus on practitioner education on optimal interventions for chronic injury populations