Teaching Interprofessional Core Competencies Through An International Service Learning Experience
Occupational Science and Therapy
College of Health Professions
Medicine and Health Sciences
AOTA Poster Proposal: 2014 Susan M. Cleghorn Title of Proposed Session: Teaching Interprofessional Education (IPE) Core Competencies Through An International Service Learning Experience Poster Intermediate level was chosen because the presentation takes two known teaching concepts, IPE & service learning, and expands the use through developing core competencies in an international experience rich in cultural considerations. Primary Focus Academic & Fieldwork Education International & Cultural Issues Speaker Qualifications: Susan M. Cleghorn, MS, OTRL, TRS has 20+ yearlps of experience as a Recreation Therapist and 10+ years as an Occupational Therapist and just completed her Certified Aging in Place (CAPS) Training. Clinical practice includes community based and clinical settings including: skilled nursing homes, home health care, mental health, and schools with pediatric and older adult populations. Susan is beginning her 6th year teaching in the MSOT program at Grand Valley State University where she teaches courses across the life span including school based OT, conditions, group interventions, and older adult practice. Susan also serves as the Service Learning Coordinator. Susan has developed 8-10 annual domestic service learning opportunities for graduate students and 1 annual international experience. Susan has presented at AOTA, student symposiums, intermediate school districts, and local builders associations. She has been published in the International Journal of Bereavement Care and is pursuing an OTD at Creighton University with research interests in Community-Based Services for Children with Autism and Community Health Promotion using OT and Aging in Place. Denise P. Meier, MA, OTRL has been a part-time clinical professor at Grand Valley State University in the Occupational Therapy Department for the past 17 years. Denise developed the pediatric curriculum which she currently team-teaches. Courses developed include: Pediatric content, laboratory, OT Theory, OT Foundations. Denises clinical practice focuses on Community-Based Treatment with the birth to three population, specifically in Early Intervention, with expertise in feeding and sensory integration. She earned her Masters degree in Occupational Therapy from Tufts University. Her research interests include : Use of Sensory Integration in the Home Environment, Evaluation of Community Play Space for Children with Disabilities, and the Use of the Coaching Model for OT Interventions in the Home Environment. At the conclusion of this presentation, the learner will be able to: 1. Identify the unique benefits of an International IPE service learning experience for graduate students. 2. Identify IPE core competencies and how to structure a service learning opportunity so that students may apply these competencies with clients that have diverse needs. Abstract Occupational therapy educators are challenged to provide learning opportunities that facilitate collaboration, critical thinking, and clinical reasoning skills in the context of real-world settings. The World Health Organization (2010) identifies interprofessional education (IPE) as a key method for preparing healthcare professionals in the 21st century stating, It is no longer enough for health workers to be professional. In the current global climate, health workers also need to be interprofessional (p.36). The goal of IPE is to facilitate collaboration among students in order to increase understanding of professional roles, improve communication, and enable coordinated teamwork. While there are many venues for IPE, including laboratories, patient simulations, and case-based learning, service learning provides students with real world experiences in context. In addition, international service learning provides students with the cultural component necessary for successful patient care in todays global market. Rosenberg (2000) defines service learning as, more than volunteerism, service-learning combines community work with classroom instruction, emphasizing reflection as well as action. It empowers students by making them responsible in a real world context, while giving them the support, encouragement, information, and skills to be effective (p.8). The purpose of this presentation is to describe how an occupational and physical therapy program partnered to develop an international interprofessional service learning experience for graduate students. The goal of this educational partnership was for students to develop IPE core competencies including, values/ethics for interprofessional practice, roles/responsibilities, interprofessional communication, and teamwork. References Interprofessional Education Collaborative Expert Panel. (2011). Core competencies for interprofessional collaborative practice: Report of an expert panel. Washington, D.C.: Interprofessional Education Collaborative. Rosenberg,L. Becoming the Change We Wish to See in the World: Combating Through Service Learning Learned Passivity. Academic Exchange Quarterly, 2000, 4, 6-11. World Health Organization (WHO). (2010). Framework for action on interprofessional education & collaborative practice. Geneva: World Health Organization. Retrieved April 11, 2011 from http://whqlibdoc.who.int/ hq/2010/WHO_HRH_HPN_10.3_eng.pdf Abstract Synopsis The purpose of this presentation is to guide OT educators understanding of how to use an Interprofessional Education (IPE) teaching method within an International Service Learning context to develop student competencies in ethics, roles, communication, and teamwork.
Meier, Denise; Cleghorn, Susan; and Baker, Barbara, "Teaching Interprofessional Core Competencies Through An International Service Learning Experience" (2014). Faculty Scholarly Dissemination Grants. 832.
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