Interprofessional education (IPE) is an integral part of occupational therapy education as programs across the United States incorporate IPE into existing courses and develop new, innovative curricula. The American Occupational Therapy Association (AOTA) Commission on Education (COE) proposed in its 2015 position paper on IPE in occupational therapy curricula, that IPE is imperative for effective and ethical practice in today’s healthcare environment. Through participation in a Scholarship of Teaching and Learning program focusing on IPE, the authors examined broad constructs and practical implementation of IPE in occupational therapy education. As occupational therapy educators explore opportunities to collaborate with a diverse range of professions, this article provides information about key conceptual frameworks, approaches for faculty training and development, and methods for evaluating IPE outcomes.
Mary Kay Arvin, OTD, OTR, CHT is Assistant Professor and Chair, Occupational Therapy Assistant Program, University of Southern Indiana. Lorrie George-Paschal, PhD, OTR/L, ATP is Associate Professor, Department of Occupational Therapy, University of Central Arkansas. Jennifer S. Pitonyak, PhD, OTR/L, SCFES is Clinical Assistant Professor and Onsite Clinic Coordinator, School of Occupational Therapy, University of Puget Sound. Sandra Barker Dunbar, DPA, OTR/L, FAOTA is Assistant Dean of Professional Development and Education, College of Health Care Sciences, and Professor, Occupational Therapy Department, Nova Southeastern University.
Declaration of Interest
The authors report no declarations of interest.
Arvin, M. K., George-Paschal, L. A., Pitonyak, J. S., & Dunbar, S. M. (2017). Interprofessional Education: Theoretical and Practical Considerations for Occupational Therapy Educators. Journal of Occupational Therapy Education, 1 (2). https://doi.org/10.26681/jote.2017.010205
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