Interprofessional Peer-Teaching and Learning Among Occupational and Respiratory Therapy Students During an Early Mobility Simulation

Abstract

Background: Interprofessional education (IPE) is recognized by the World Health Organization (WHO) and Institute of Medicine (IOM) as foundational to achieving safe, high quality, accessible, patient-centered care (Buring et al., 2009). Interprofessional (IP) teams provide opportunities to exchange knowledge and appreciate the scope of practice among healthcare professions. Hospitals utilize a variety of IP teams. IP early mobility (EM) teams are common among the regionÍs hospital systems; however, occupational therapy students (OTS) and respiratory therapy students (RTS) have minimal opportunity to participate. The purpose of the study is to describe this IP activity and evaluate and summarize student perceptions of this peer-teaching and learning activity. Methods: The study was approved by the IRB. Participants included graduate OTS and undergraduate RTS. To provide students with realistic patient interactions and optimal feedback during the simulation, volunteers were recruited from the local OT and RT network to role-play mechanically ventilated patients and patients on bland aerosol therapy via tracheostomy tube. Prior to the simulation, OTS and RTS presented on various components of their profession (scope of practice, importance of functional and EM, how to perform a stand-pivot transfer, overview of oxygen modalities and assessment parameters). Next, students were required to safely transfer the patient while maintaining equipment, monitoring vital signs, and appropriately assessing the patient. Finally, students were debriefed and asked to participate in a 4-point Likert scale survey consisting of 6 questions focused on the peer-teaching experience. Results were summarized by ni and fi. Results: 47 students participated; 31 OTS and 16 RTS. The ni and fi of students responding ñStrongly Agreeî to the 6 survey questions (Q) are: Q1 (n = 39) 83%, Q2 (n = 37) 79%, Q3 (n = 32) 68%, Q4 (n = 35) 74%, Q5 (n = 34) 72%, and Q6 (n = 46) 98%. Majority of students strongly agree with each survey question. Conclusions: Overall, student perceptions of this IP peer-teaching and learning activity and working in an IP environment were positive. Faculty plan to continue this IP activity. Reference: Buring SM, Bhushan A, Broeseker A, Conway S, Duncan-Hewitt W, Hansen L, Westberg S. Interprofessional education: definitions, student competencies, and guidelines for implementation. Am J Pharma Educ 2009;73(4). Disclosures: None