Cleary Kimberly K, Howell Dana M
Department of Physical and Occupational Therapy, Idaho State University, Pocatello, Idaho 83209, USA.
J Allied Health. 2003 Summer;32(2):71-7.
The objectives of this study were to identify the prevalence of shared learning in U.S. physical therapy (PT) and occupational therapy (OT) education programs; determine what terminology is used for these courses; and identify perceived barriers, benefits, and challenges of the educational interactions. A survey, designed to collect information about the educational interaction between PT and OT students, was mailed to all program directors (n = 206) at each of the academic institutions (N = 103) in the United States with accredited or developing entry-level programs in PT and OT. A census study was conducted, and the entire study population received a survey. A total of 206 surveys were mailed, and 123 were retured (59.7% response rate). Of program directors, 40 (67.8%) of the PT and 42 (65.6%) of the OT program directors reported that their students shared courses with each other. None of the PT and only 8 (12.5%) of the OT directors reported that students shared clinical experiences. The term interdisciplinary was used most frequently to refer to shared educational experiences. Benefits of shared learning included sharing resources, collaboration, learning about the other profession, and gaining respect for the other profession. Challenges to shared learning included resource constraints, curricular differences, competition and differences between disciplines, relevance of course work, and different faculty expectations. Barriers reported by program directors whose students did not engage in interdisciplinary education were resource constraints, curricular differences, faculty attitude, and failure of past attempts. A model of interdisciplinary education that seeks to instill collaboration and understanding among professions is difficult to implement without shared clinical experiences. Most students in entry-level PT and OT programs in the United States do not currently have the opportunity to practice the teamwork that will be essential when they enter their respective professions.
本研究的目的是确定美国物理治疗（PT）和职业治疗（OT）教育项目中共享学习的普及率；确定这些课程使用的术语；并识别教育互动中感知到的障碍、益处和挑战。一项旨在收集PT和OT学生之间教育互动信息的调查，被邮寄给美国各学术机构（N = 103）的所有项目主任（n = 206），这些机构拥有经认可或正在发展的PT和OT入门级项目。进行了一项普查研究，整个研究人群都收到了一份调查问卷。总共邮寄了206份调查问卷，123份被退回（回复率为59.7%）。在项目主任中，40名（67.8%）PT项目主任和42名（65.6%）OT项目主任报告称他们的学生相互共享课程。PT项目主任中无人报告学生共享临床经验，OT项目主任中只有8名（12.5%）报告了这一情况。“跨学科”一词最常被用于指代共享教育经历。共享学习的益处包括资源共享、合作、了解其他专业以及获得对其他专业的尊重。共享学习的挑战包括资源限制、课程差异、学科间的竞争和差异、课程作业的相关性以及教师的不同期望。学生未参与跨学科教育的项目主任报告的障碍包括资源限制、课程差异、教师态度以及过去尝试的失败。如果没有共享临床经验，一种旨在在各专业间灌输合作与理解的跨学科教育模式很难实施。目前，美国PT和OT入门级项目中的大多数学生没有机会实践他们进入各自专业时至关重要的团队合作。
