Document Type (Journals)

Original Research


Interprofessional education (IPE) is critical for health professional students to form professional identities and develop collaborative skills. Although accrediting bodies mandate incorporating IPE, the effects of IPE programming on health professional students and the best pedagogical approach for achieving desirable outcomes are still unclear. In addition, specific effects of IPE within the context of experiential learning are not fully understood. That is, the literature has not presented a clear framework for structuring IPE programs, nor have outcome measures for IPE utilizing experiential learning (IPEEL) been established. The purpose of this study was to complete a grounded theory qualitative analysis of survey data from three cohorts of health professional students participating in an IPEEL elective course where students worked directly with children and their families. Pre- and post-survey responses identified how students perceived growth related to IPE competencies as a result of the IPEEL curriculum, as well as helped to develop a refined model of IPE specifically for experiential learning. Results indicated that overall students reported positive perceptions of IPE-related outcomes and positive outcomes related to the children and families they worked with, while confirming enabling and interfering factors that contribute to the IPE process. Future applications of the IPEEL model for IPE programming are recommended.


DeBoth Foust, PhD, OTR/L has worked as a pediatric occupational therapist in school, home and community settings since 2004. Her clinical area of expertise is children with autism and sensory processing disorders. She completed specialized certification in the Sensory Integration and Praxis Tests (SIPT), becoming SI certified in 2006. Her early work focused on identifying sensory-based subtypes in children with autism and exploring related neurophysiological and functional behavior correlates of these subtypes. Current research interests include multisensory processing in autism and sensory processing disorders, neurophysiology, interprofessional education, multidisciplinary pediatric interventions, and exploring how technology can benefit communities and populations with disabilities.

Madalynn Wendland, PT, DPT, PhD, Board-Certified Pediatric Clinical Specialist received her bachelors of science in physical therapy from the Ohio State University, post-professional doctorate from the University of Tennessee at Chattanooga, and PhD from Youngstown State University. As Associate Clinical Faculty in the Doctor of Physical Therapy Program at Cleveland State University she has been involved in teaching content related to pediatric neuromuscular conditions, interprofessional team-based practice, and has supervised students completing their clinical education. Her research interests involve the use of developmental assessments to identify children at risk for neuromotor delays and implementation of early, targeted interventions including the use of low-cost technologies for children with mobility and sensory impairments to maximize participation and optimize long-term outcomes.

John Schaefer, PhD is an Associate Professor in Special Education who teaches courses in assessment for individuals with moderate to intensive needs and in collaboration with parents and other professionals in special education. Dr. Schaefer primarily researches inclusive education for individuals with severe disabilities, specifically focusing on support in the general education classroom through the use of evidence-based teaching methods, augmentative and alternative communication training, and peer-mediated interventions. Prior to joining the faculty, Dr. Schaefer worked in several different K-12 teaching positions primarily serving students with intellectual and developmental disabilities, complex communication needs, and severe challenging behavior.

Suzanne Giuffre PT, EdD is a pediatric physical therapist. She worked in early intervention, outpatient, home-based, as well as school-based therapy for 16 years. She has been teaching pediatric content in Doctor of Physical Therapy programs for 24 years. She held a pediatric certified specialty from the American Board of Physical Therapy Specialties. She has contributed to pediatric textbook chapters, as well as, served as a reviewer for books and articles.

Don Allensworth-Davies, PhD, MSc is an Associate Professor with the Department of Health Sciences & Human Performance in the College of Health at Cleveland State University and CSU Program Coordinator for the Consortium of Eastern Ohio Masters in Public Health Program. He holds an MSc in Epidemiology and a PhD in Health Services Research from the Boston University School of Public Health. Don's research interests include qualitative methods as well as healthcare outcomes, access to health services, and health disparities among LGBTQ+ cancer survivors.

Declaration of Interest

The authors declare no conflicts of interest.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.