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OT/OTA Student Intraprofessional Collaboration: A Multi-University Remote Design

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Title: OT/OTA Student Intraprofessional Collaboration: A Multi-University Remote Design
Language: English
Authors: Karen Probst, Amy L. Brzuz, Geralyn Wallace
Source: Journal of Occupational Therapy Education. 2024 8(4).
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: 16
Publication Date: 2024
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Two Year Colleges
Descriptors: Occupational Therapy, Communication Skills, Cooperation, Teamwork, Video Technology, Associate Degrees, Masters Degrees, Responsibility, Role Theory, Conflict Resolution, Distance Education
Geographic Terms: Pennsylvania, New York
ISSN: 2573-1378
Abstract: Fostering intraprofessional collaboration (intraPC) between occupational therapy (OT) and occupational therapy assistant (OTA) students is an integral piece of occupational therapy education programs. The Accreditation Council for Occupational Therapy Education (ACOTE) even expanded upon intraPC standards in their 2023 standards version. Despite the importance of intraPC activities, barriers exist to their implementation such as time, cost, and logistics. However, it is still important for OT program faculty to identify what types of intraprofessional education activities are a good fit for their program to ensure compliance with standards and prepare students for future collaboration. A quantitative cross-sectional design was used to gather data from four associate degree OTA programs and one master's degree OT program (N=73). All students completed a semester-long video case study project which provided remote face-to-face collaboration opportunities between randomly paired OT and OTA students. Then, students completed a pre- and post-measure, a modified version of the Interprofessional Collaborative Competency Attainment Scales (ICCAS). A paired samples t-test was performed to compare OT and OTA student combined scores regarding intraPC competency before and after project completion. There was significant difference in all construct areas (p<0.001). A large effect size for combined students' overall collaborative competency was discovered with corresponding results found in four of the six constructs: communication, collaboration, patient-centered care, and team functioning, with a medium effect size for roles and responsibilities and conflict management. These results support the use of this remote, video case-based project to meet intraprofessional educational standards for OT and OTA students.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1447662
Database: ERIC
FullText Text:
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  Data: OT/OTA Student Intraprofessional Collaboration: A Multi-University Remote Design
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  Data: &lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Karen+Probst%22&quot;&gt;Karen Probst&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Amy+L%2E+Brzuz%22&quot;&gt;Amy L. Brzuz&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;AR&quot; term=&quot;%22Geralyn+Wallace%22&quot;&gt;Geralyn Wallace&lt;/searchLink&gt;
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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: 16
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  Data: &lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Occupational+Therapy%22&quot;&gt;Occupational Therapy&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Communication+Skills%22&quot;&gt;Communication Skills&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Cooperation%22&quot;&gt;Cooperation&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Teamwork%22&quot;&gt;Teamwork&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Video+Technology%22&quot;&gt;Video Technology&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Associate+Degrees%22&quot;&gt;Associate Degrees&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Masters+Degrees%22&quot;&gt;Masters Degrees&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Responsibility%22&quot;&gt;Responsibility&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Role+Theory%22&quot;&gt;Role Theory&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Conflict+Resolution%22&quot;&gt;Conflict Resolution&lt;/searchLink&gt;&lt;br /&gt;&lt;searchLink fieldCode=&quot;DE&quot; term=&quot;%22Distance+Education%22&quot;&gt;Distance Education&lt;/searchLink&gt;
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  Data: 2573-1378
– Name: Abstract
  Label: Abstract
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  Data: Fostering intraprofessional collaboration (intraPC) between occupational therapy (OT) and occupational therapy assistant (OTA) students is an integral piece of occupational therapy education programs. The Accreditation Council for Occupational Therapy Education (ACOTE) even expanded upon intraPC standards in their 2023 standards version. Despite the importance of intraPC activities, barriers exist to their implementation such as time, cost, and logistics. However, it is still important for OT program faculty to identify what types of intraprofessional education activities are a good fit for their program to ensure compliance with standards and prepare students for future collaboration. A quantitative cross-sectional design was used to gather data from four associate degree OTA programs and one master&#39;s degree OT program (N=73). All students completed a semester-long video case study project which provided remote face-to-face collaboration opportunities between randomly paired OT and OTA students. Then, students completed a pre- and post-measure, a modified version of the Interprofessional Collaborative Competency Attainment Scales (ICCAS). A paired samples t-test was performed to compare OT and OTA student combined scores regarding intraPC competency before and after project completion. There was significant difference in all construct areas (p&lt;0.001). A large effect size for combined students&#39; overall collaborative competency was discovered with corresponding results found in four of the six constructs: communication, collaboration, patient-centered care, and team functioning, with a medium effect size for roles and responsibilities and conflict management. These results support the use of this remote, video case-based project to meet intraprofessional educational standards for OT and OTA students.
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  Data: 2024
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  Data: EJ1447662
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1447662
RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 16
    Subjects:
      – SubjectFull: Occupational Therapy
        Type: general
      – SubjectFull: Communication Skills
        Type: general
      – SubjectFull: Cooperation
        Type: general
      – SubjectFull: Teamwork
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      – SubjectFull: Video Technology
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      – SubjectFull: Associate Degrees
        Type: general
      – SubjectFull: Masters Degrees
        Type: general
      – SubjectFull: Responsibility
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      – SubjectFull: Role Theory
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      – SubjectFull: Conflict Resolution
        Type: general
      – SubjectFull: Distance Education
        Type: general
      – SubjectFull: Pennsylvania
        Type: general
      – SubjectFull: New York
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    Titles:
      – TitleFull: OT/OTA Student Intraprofessional Collaboration: A Multi-University Remote Design
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            NameFull: Karen Probst
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              Y: 2024
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