Hughes Jason K, Allen Angela, McLane Tim, Stewart Jessica L, Heboyan Vahé, Leo Gianluca De
Jason K. Hughes, PhD, MS, OTR/L, CWCE, is Director of Occupational Therapy and Assistant Professor, Department of Occupational Therapy, DeBusk College of Osteopathic Medicine, Lincoln Memorial University, Knoxville, TN. At the time of this study, he was Assistant Professor, Department of Occupational Therapy, College of Allied Health Sciences, Augusta University, Augusta, GA;
Angela Allen, MPH, CHDA, CPHI, is Data Scientist, Department of Data Integrity and Analytics, Augusta University Medical Center, Augusta, GA.
Am J Occup Ther. 2019 Jan/Feb;73(1):7301345010p1-7301345010p6. doi: 10.5014/ajot.2019.030304.
We investigated occupational therapy faculty beliefs about and perceptions of interprofessional education (IPE) and to identify differences in faculty positions on IPE between programs affiliated with an on-campus academic health care center (AHC) and programs not affiliated with an on-campus AHC.
Online surveys were distributed by email to 1,466 faculty at programs accredited by the Accreditation Council for Occupational Therapy Education. The results were described using descriptive statistics and cross-tabulations.
Faculty responses supported the need for IPE. Ethics was ranked as the most important IPE competency among both the AHC and the non-AHC groups. IPE was more commonly included in the curriculum of programs with an on-campus AHC than in the curriculum of those without an AHC.
The majority of occupational therapy faculty supported the need for IPE; however, many reported limitations with faculty or time constraints as barriers to IPE.
我们调查了职业治疗专业教师对跨专业教育（IPE）的信念和看法，并确定与校内学术医疗中心（AHC）相关的项目和与校内AHC无关的项目的教师在IPE问题上的立场差异。
通过电子邮件向职业治疗教育认证委员会认证的项目中的1466名教师分发在线调查问卷。结果采用描述性统计和交叉列表进行描述。
教师的回答支持了对IPE的需求。在AHC组和非AHC组中，伦理被列为最重要的IPE能力。与没有AHC的项目相比，有校内AHC的项目的课程中更普遍地纳入了IPE。
大多数职业治疗专业教师支持对IPE的需求；然而，许多人报告称，教师或时间限制是IPE的障碍。
