Halle Ashley D, Kaloostian Carolyn, Stevens Gregory D
Ashley D. Halle, OTD, OTR/L, is Associate Professor of Clinical Occupational Therapy and Coordinator of Primary Care Residency and Services, Chan Division of Occupational Science and Occupational Therapy, University of Southern California, Los Angeles;
Carolyn Kaloostian, MD, MPH, is Clinical Assistant Professor, Department of Family and Geriatric Medicine, Keck School of Medicine, University of Southern California, Los Angeles.
Am J Occup Ther. 2019 Sep/Oct;73(5):7305185050p1-7305185050p10. doi: 10.5014/ajot.2019.037143.
Geriatric, interprofessional primary care training for occupational therapy students is needed.
To measure occupational therapy student-reported knowledge, attitudes, and skills after participation in interprofessional geriatric educational programs.
Prospective, observational study with pre- and posttests for the three programs.
Fifty-nine entry-level and postprofessional occupational therapy master's students.
Self-reported familiarity with other professionals' roles, perceptions of interprofessional training, capabilities to conduct assessments, and attitudes of older adults.
Students of the three programs (Interprofessional Geriatrics Curriculum [IPGC], Student Senior Partnership Program [SSPP], and Geriatric Assessment Program [GAP]) reported different improvements in familiarity of roles, capabilities of assessment, and Geriatric Attitudes Scale (GAS) scores. For example, IPGC and SSPP students had changes in total GAS score (3.91-4.08, p = .002, and 3.84-3.99, p = .003, respectively), but no change was found for GAP students (3.85-3.91, p = .523).
More structured interprofessional education with older adults appeared to help prepare occupational therapy students to work on geriatric interprofessional teams in primary care.
This article expands on growing evidence to support occupational therapy's role in primary care by addressing the need to train future generations to work on interprofessional geriatric primary care teams.
职业治疗专业的学生需要接受老年医学跨专业初级保健培训。
衡量职业治疗专业学生参与跨专业老年医学教育项目后报告的知识、态度和技能。
对三个项目进行前后测试的前瞻性观察研究。
59名入门级和专业后职业治疗硕士学生。
自我报告对其他专业人员角色的熟悉程度、对跨专业培训的看法、进行评估的能力以及对老年人的态度。
三个项目（跨专业老年医学课程[IPGC]、学生与老年人伙伴关系项目[SSPP]和老年评估项目[GAP]）的学生在角色熟悉程度、评估能力和老年态度量表（GAS）得分方面报告了不同程度的提高。例如，IPGC和SSPP项目的学生GAS总分有变化（分别为3.91 - 4.08，p = 0.002和3.84 - 3.99，p = 0.003），但GAP项目的学生没有变化（3.85 - 3.91，p = 0.523）。
与老年人开展更具结构性的跨专业教育似乎有助于职业治疗专业学生为在初级保健的老年医学跨专业团队中工作做好准备。
本文通过强调培养下一代在跨专业老年医学初级保健团队中工作的必要性，进一步提供了越来越多的证据来支持职业治疗在初级保健中的作用。
