The Impact of an Interprofessional Education Modified Texture Event on Student Perceptions of Collaborative Practice
Faculty Advisor Name
Danielle Torisky
Department
Department of Health Professions
Description
Interprofessional Education (IPE) has been recognized as a vital component in preparing healthcare students for collaborative practice. This study evaluates the impact of a Modified Texture IPE event on students’ perceptions of interprofessional collaboration and understanding of Occupational Therapy (OT), Dietetics, and Speech-Language Pathology (SLP) roles in supporting nutritional needs. A quasi-experimental one-group mixed methods pre/post-survey design was employed. Participants were recruited from relevant health profession programs, including Dietetics, OT, and SLP. Professors teaching courses with eligible students were contacted via email to invite their students to participate in the event and complete the pre- and post-event surveys voluntarily. The event was structured to include a combination of instructional presentations, hands-on activities, and facilitated discussions. To ensure engagement, participants were encouraged to share perspectives and collaboratively complete scope of practice worksheets. Data collection was conducted through Qualtrics using anonymous survey links to minimize response bias. Participants were evaluated utilizing a Likert questionnaire modified from the Five Factor Readiness to Change Ruler which yields quantitative and qualitative responses to assess changes in understanding of interprofessional roles and perceptions of interprofessional collaboration before and after the event. For the quantitative data, Before the event, participants had a moderate understanding of interprofessional roles (OT: 6.84, Dietetics: 6.92, SLP: 7.65). After the event, scores improved to 8.59, 8.71, and 8.97, respectively. Perceptions of interprofessional collaboration also increased, with importance (8.97 → 9.65), commitment (8.95 → 9.50), willingness (9.08 → 9.50), confidence (7.78 → 8.86), and readiness (7.81 → 9.24). Statistical analysis revealed significant improvements in students' understanding of interprofessional roles, particularly in Dietetics (p = 0.00145), OT (p = 0.000497), and SLP (p = 0.001163). Pre-event qualitative responses indicated preexisting awareness of team dynamics, communication, and professional interdependence; these responses also highlighted initial uncertainties about the specific contributions of OT, Dietetics, and SLP in the management of modified texture diets, and a limited understanding of how these professions collaborate in patient care. Post-event qualitative responses reflected increased clarity and appreciation for each discipline’s role with multiple participants noting a newfound respect for the complexity of interprofessional collaboration and how each field contributes to patient-centered care. These findings support data within existing literature on IPE effectiveness and support further integration of IPE into health professions programs. Future research should include exploration of the long-term effects of such interventions on professional practice, assess the impact of repeated IPE exposure, and incorporation of additional health professions disciplines such as nursing and social work.
The Impact of an Interprofessional Education Modified Texture Event on Student Perceptions of Collaborative Practice
Interprofessional Education (IPE) has been recognized as a vital component in preparing healthcare students for collaborative practice. This study evaluates the impact of a Modified Texture IPE event on students’ perceptions of interprofessional collaboration and understanding of Occupational Therapy (OT), Dietetics, and Speech-Language Pathology (SLP) roles in supporting nutritional needs. A quasi-experimental one-group mixed methods pre/post-survey design was employed. Participants were recruited from relevant health profession programs, including Dietetics, OT, and SLP. Professors teaching courses with eligible students were contacted via email to invite their students to participate in the event and complete the pre- and post-event surveys voluntarily. The event was structured to include a combination of instructional presentations, hands-on activities, and facilitated discussions. To ensure engagement, participants were encouraged to share perspectives and collaboratively complete scope of practice worksheets. Data collection was conducted through Qualtrics using anonymous survey links to minimize response bias. Participants were evaluated utilizing a Likert questionnaire modified from the Five Factor Readiness to Change Ruler which yields quantitative and qualitative responses to assess changes in understanding of interprofessional roles and perceptions of interprofessional collaboration before and after the event. For the quantitative data, Before the event, participants had a moderate understanding of interprofessional roles (OT: 6.84, Dietetics: 6.92, SLP: 7.65). After the event, scores improved to 8.59, 8.71, and 8.97, respectively. Perceptions of interprofessional collaboration also increased, with importance (8.97 → 9.65), commitment (8.95 → 9.50), willingness (9.08 → 9.50), confidence (7.78 → 8.86), and readiness (7.81 → 9.24). Statistical analysis revealed significant improvements in students' understanding of interprofessional roles, particularly in Dietetics (p = 0.00145), OT (p = 0.000497), and SLP (p = 0.001163). Pre-event qualitative responses indicated preexisting awareness of team dynamics, communication, and professional interdependence; these responses also highlighted initial uncertainties about the specific contributions of OT, Dietetics, and SLP in the management of modified texture diets, and a limited understanding of how these professions collaborate in patient care. Post-event qualitative responses reflected increased clarity and appreciation for each discipline’s role with multiple participants noting a newfound respect for the complexity of interprofessional collaboration and how each field contributes to patient-centered care. These findings support data within existing literature on IPE effectiveness and support further integration of IPE into health professions programs. Future research should include exploration of the long-term effects of such interventions on professional practice, assess the impact of repeated IPE exposure, and incorporation of additional health professions disciplines such as nursing and social work.
