Intraprofessional Collaboration in Learning Evidence-Based Practice

Fan, Chia-Wei; Huang, Hsin-Hsiung; Case, Vicki

doi:10.26681/jote.2021.050308

Cited by 1 publication

(1 citation statement)

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“…The literature describes the benefits of intraprofessional learning opportunities between OT and OTA students in terms of developing teamwork skills and meeting specific learning objectives (Fan et al, 2021;Johnston et al, 2013). Dillon (2002) gathered information from OT-OTA perspectives that shed light on positive attitudes in practice.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Using Occupational Therapy Assistant Perspectives to Teach Occupational Therapy Supervisory Roles and Expectations

Damiao¹,

Cavaliere²,

Carroll³

et al. 2022

GJHS

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Occupational therapy assistant (OTA) supervision is an expected skill and role of entry-level occupational therapists (OTRs). The purpose of this convergent mixed-methods study is to provide occupational therapy students (OTSs) with an interactive and collaborative educational opportunity, using an OTA-perspective panel discussion to improve the learning of effective supervision and role delineation. Participants consisted of OTSs (n = 11) in a graduate master’s program and a panel of OTAs (n = 10). All participants were provided with a standard lecture on the topic of supervision, followed by a pre-test survey. Then, they participated in a guided panel discussion followed by a post-test survey. Results suggest that an OTA-perspective panel discussion can enhance the learning of supervisory roles and expectations to OTSs, beyond what was provided in the standard lecture (p = 0.007). Further data was gathered of all participants consisting of qualitative perspectives. Thematic analysis resulted in enhanced learning of role-delineation, professional perspectives, and supervisory experiences. The results of this study suggest that occupational therapy programs would benefit from similar OTA-led perspective discussions to enhance OTSs understanding of skills needed to be effective supervisors as entry-level occupational therapists.

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Section: Theoretical Frameworkmentioning

confidence: 99%