An Exploratory Study Examining Interprofessional Collaboration Between Occupational Therapy And Physical Therapy Practitioners And Students PDF Download

Abstract: Service-learning as a pedagogy has gained in popularity and utilization on college campuses from the late 1980's through the 1990's. Based upon principles advanced by Dewey and other learning theorists in the early 20th century, service- learning is a form of experiential learning. Service-learning experiences are a balance of both student learning and service to the community. Accreditation standards for both physical therapy (PT) and occupational therapy (OT) programs include requirements that these programs provide opportunities for students to develop cultural competence, appreciation for different styles of thinking and lifestyle choices, and the ability to accept and meet the needs of a changing society. Research into the effectiveness of service-learning is critical in the fields of PT and OT to determine if accreditation standards are being met and if graduating practitioners are equipped to meet the needs of our changing societies. The research conducted was a descriptive study utilizing existing data collected by the Service Learning Initiative Program at a large Midwestern university. Data regarding change in beliefs and opinions, as reported on a 7-point Likert Scale, of OT and PT graduate students following a service-learning experience was evaluated. Data analysis involved descriptive statistics, including: percentages, means, and standard deviations. Pre-course and post-course differences were evaluated using paired t-tests. Differences in responses of male and female, OT and PT students and students with and without previous service experiences were assessed with t-tests. As data from three different quarters of this course was utilized in the study, a 2-way ANOVA with repeated measures was performed to evaluate responses by quarter, verifying that there was no untoward effect of history. Statistically significant change was observed on questions regarding student comfort in working closely with people from different racial, ethnic or cultural groups, students' belief that they have a deep understanding of people with backgrounds different from their own, and student understanding of the needs of the community in which service was provided. The difference between OT and PT students on the question of students' belief that they have a deep understanding of people with backgrounds different from their own was statistically significant, with OT students rating themselves more positively than PT students. No statistical significance was found in comparing responses of students with previous service experience and those without previous experience, although the means were higher for students with previous experience on four of five of the research questions. In comparing responses of males and females, on the question of student comfort in working with different "others," the mean for males was .30 higher than that for females. While not statistically significant, this finding is in contrast to previous research. Students engaged in this service-learning experience reported greater comfort in working with persons different from themselves, felt they had a deeper understanding of the people with backgrounds different from their own, and reported a greater understanding of the needs of the community in which service was provided.