职业治疗项目中的跨专业教育：教师对挑战与机遇的看法

Interprofessional Education Among Occupational Therapy Programs: Faculty Perceptions of Challenges and Opportunities.

作者信息

Hughes Jason K, Allen Angela, McLane Tim, Stewart Jessica L, Heboyan Vahé, Leo Gianluca De

机构信息

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.

出版信息

Am J Occup Ther. 2019 Jan/Feb;73(1):7301345010p1-7301345010p6. doi: 10.5014/ajot.2019.030304.

DOI:10.5014/ajot.2019.030304

PMID:30839271

Abstract

OBJECTIVE

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.

METHOD

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.

RESULTS

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.

CONCLUSION

The majority of occupational therapy faculty supported the need for IPE; however, many reported limitations with faculty or time constraints as barriers to IPE.

摘要