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Qualitative Evaluation of Interprofessional Education Experiential Learning (IPEEL) for Health Professional Students

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Title: Qualitative Evaluation of Interprofessional Education Experiential Learning (IPEEL) for Health Professional Students
Language: English
Authors: Kelle DeBoth Foust, Madalynn Wendland, John Schaefer, Suzanne Giuffre, Donald Allensworth-Davies
Source: Journal of Occupational Therapy Education. 2024 8(1).
Availability: Journal of Occupational Therapy Education. 521 Lancaster Avenue, Richmond, KY 40475. e-mail: jote@eku.edu; Web site: https://encompass.eku.edu/jote/
Peer Reviewed: Y
Page Count: 28
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Interprofessional Relationship, Professional Education, Occupational Therapy, Experiential Learning, Elective Courses, Student Attitudes, College Students, Professional Identity, Skill Development
ISSN: 2573-1378
Abstract: Interprofessional education (IPE) is critical for health professional students to form professional identities and develop collaborative skills. Although accrediting bodies mandate incorporating IPE, the effects of IPE programming on health professional students and the best pedagogical approach for achieving desirable outcomes are still unclear. In addition, specific effects of IPE within the context of experiential learning are not fully understood. That is, the literature has not presented a clear framework for structuring IPE programs, nor have outcome measures for IPE utilizing experiential learning (IPEEL) been established. The purpose of this study was to complete a grounded theory qualitative analysis of survey data from three cohorts of health professional students participating in an IPEEL elective course where students worked directly with children and their families. Pre- and post-survey responses identified how students perceived growth related to IPE competencies as a result of the IPEEL curriculum, as well as helped to develop a refined model of IPE specifically for experiential learning. Results indicated that overall students reported positive perceptions of IPE-related outcomes and positive outcomes related to the children and families they worked with, while confirming enabling and interfering factors that contribute to the IPE process. Future applications of the IPEEL model for IPE programming are recommended.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1437920
Database: ERIC
FullText Text:
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  Data: Qualitative Evaluation of Interprofessional Education Experiential Learning (IPEEL) for Health Professional Students
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  Data: <searchLink fieldCode="AR" term="%22Kelle+DeBoth+Foust%22">Kelle DeBoth Foust</searchLink><br /><searchLink fieldCode="AR" term="%22Madalynn+Wendland%22">Madalynn Wendland</searchLink><br /><searchLink fieldCode="AR" term="%22John+Schaefer%22">John Schaefer</searchLink><br /><searchLink fieldCode="AR" term="%22Suzanne+Giuffre%22">Suzanne Giuffre</searchLink><br /><searchLink fieldCode="AR" term="%22Donald+Allensworth-Davies%22">Donald Allensworth-Davies</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Occupational+Therapy+Education%22"><i>Journal of Occupational Therapy Education</i></searchLink>. 2024 8(1).
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  Data: Journal of Occupational Therapy Education. 521 Lancaster Avenue, Richmond, KY 40475. e-mail: jote@eku.edu; Web site: https://encompass.eku.edu/jote/
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  Data: <searchLink fieldCode="DE" term="%22Interprofessional+Relationship%22">Interprofessional Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Education%22">Professional Education</searchLink><br /><searchLink fieldCode="DE" term="%22Occupational+Therapy%22">Occupational Therapy</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Elective+Courses%22">Elective Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22College+Students%22">College Students</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Identity%22">Professional Identity</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink>
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  Data: Interprofessional education (IPE) is critical for health professional students to form professional identities and develop collaborative skills. Although accrediting bodies mandate incorporating IPE, the effects of IPE programming on health professional students and the best pedagogical approach for achieving desirable outcomes are still unclear. In addition, specific effects of IPE within the context of experiential learning are not fully understood. That is, the literature has not presented a clear framework for structuring IPE programs, nor have outcome measures for IPE utilizing experiential learning (IPEEL) been established. The purpose of this study was to complete a grounded theory qualitative analysis of survey data from three cohorts of health professional students participating in an IPEEL elective course where students worked directly with children and their families. Pre- and post-survey responses identified how students perceived growth related to IPE competencies as a result of the IPEEL curriculum, as well as helped to develop a refined model of IPE specifically for experiential learning. Results indicated that overall students reported positive perceptions of IPE-related outcomes and positive outcomes related to the children and families they worked with, while confirming enabling and interfering factors that contribute to the IPE process. Future applications of the IPEEL model for IPE programming are recommended.
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  Data: 2024
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      – Text: English
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      Pagination:
        PageCount: 28
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      – SubjectFull: Interprofessional Relationship
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      – SubjectFull: Professional Education
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      – SubjectFull: Occupational Therapy
        Type: general
      – SubjectFull: Experiential Learning
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      – SubjectFull: Elective Courses
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      – SubjectFull: Student Attitudes
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      – SubjectFull: College Students
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      – SubjectFull: Professional Identity
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      – SubjectFull: Skill Development
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      – TitleFull: Qualitative Evaluation of Interprofessional Education Experiential Learning (IPEEL) for Health Professional Students
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