Patricia Gentile, DPS, OTR/L; Michele Mills, MA, OTR/L; Tsu-Hsin Howe, PhD, OTR, FAOTA
Effective occupational therapist and occupational therapy assistant partnerships are essential for the provision of quality patient care and satisfactory intraprofessional working relationships. Providing OT and OTA students with collaborative educational experiences can enhance students’ understanding and appreciation of each other’s roles, as well as set the groundwork for successful future work experiences.
This project describes the experience of a graduate OT master’s degree program and an associate degree OTA program in a northeastern metropolitan city. Faculty from both programs worked together to design and implement a collaborative learning experience during the Covid-19 pandemic, conducted via Zoom.
The purpose of this collaborative class was to develop a generic format for an OT and OTA joint class that can be easily adopted and embedded in any of the courses in the established curriculum. This article describes a pilot implementation of this OT and OTA class. For the majority of students, this was their first experience collaborating with their counterparts. Feedback was overwhelmingly positive via the qualitative content analysis, with many students indicating that they looked forward to more of these intraprofessional classes in future courses.
Gentile, P., Mills, M., & Howe, T. (2023). Intraprofessional Conversations Begin in the Classroom: An Exploratory Study of an Occupational Therapist and Occupational Therapy Assistant Joint Class. The Open Journal of Occupational Therapy, 11(4), 1-12. https://doi.org/10.15453/2168-6408.2103