Abstract
Purpose: The purpose of the study was to implement a model for a collaborative experiential learning experience (CELE) in pediatrics and interprofessional collaboration (IPC) with physical therapy and music therapy students (SPTs and SMTs) and to explore the perspectives of the participants.
Method: Over 2 years, 4 families, 15 SPTs, 6 SMTs, 6 PT and 3 MT clinical instructors (CIs) participated in the CELE. Children with various diagnoses received PT/MT for 8 weekly sessions with PT and MT students supervised by CIs. After both years, participants participated in semi-structured interviews. CIs and students completed a questionnaire prior to year 2. Throughout year 2, participants completed guided journal reflections. Interviews and journal entries were transcribed and theme-coded by 2 independent reviewers. Consensus meetings were held to review themes and develop a concept map.
Results: Questionnaire data revealed that CIs and students had positive attitudes towards IPC prior to the CELE but more negative perspectives on prior IPE. Data from journal entries and interviews suggested interprofessional relationships evolved during the CELE. Providing background knowledge, setting expectations, and promoting an understanding of the personalities and previous experiences of the group, set the stage. Students’ ability to be vulnerable and adaptable was central to the CELE. Structured balancing of professions, planning, communication, reflection and feedback into a model that was experiential, iterative and patient-focused were cornerstones to its success. Through the CELE, participants resolved challenges of collaboration, confidence, understanding of the other profession and professional advocacy. Clinical and student learning outcomes were described.
Conclusion: This model provides a unique CELE in IPC and pediatrics that appears to have fostered student confidence and an appreciation of the other discipline along with the value of IPC. Students developed skills in pediatric PT/MT and IPC that could carry over to other settings and disciplines.
Recommended Citation
Dough, Ashleigh; Lane, Davina; Perry, Kayla; Spencer, Mary; and Fergus, Andrea
(2025)
"A Collaborative Experiential Learning Model for Interprofessional Education in Pediatrics,"
Health Professions Education: Vol. 11:
Iss.
2, Article 2.
DOI: 10.55890/2452-3011.1328
Available at:
https://hpe.researchcommons.org/journal/vol11/iss2/2
