Students' self-perceptions of interprofessional education following participation on a diagnostic team for autism spectrum disorder
Self, Trisha L. Parham, Douglas F.
Self, Trisha L.
Parham, Douglas F.
Authors
Other Names
Location
Time Period
Advisors
Original Date
Digitization Date
Issue Date
2016
Type
Article
Genre
Keywords
Autism,Diagnostics,Interprofessional education,Interprofessional learning,Student self-perception
Subjects (LCSH)
Citation
Self, Trisha L., and Douglas F. Parham. "Students’ self-perceptions of interprofessional education following participation on a diagnostic team for autism spectrum disorder." Journal of Interprofessional Care 30.5 (2016): 682-684.
Abstract
Interprofessional education is essential for producing future allied-health and education professionals. Unfortunately, opportunities for students to get authentic interprofessional field-based experiences are lacking. This pilot study explored students' self-perceptions towards interprofessional education (IPE) following participation on an interprofessional diagnostic team designed to rule in or out the diagnosis of autism spectrum disorder (ASD). Thirty-nine students from seven professions responded to a survey before and after completing this interprofessional education experience. The results indicated that the students' self-perceptions remained consistent during the experience. They reflected positive self-perceptions in the areas of collaboration, professional identity, and the desire to work with others, all in the context of an ASD-focused team. The findings suggest that students entering the IPE experience with positive expectations remained positive during the experience. This pilot study provides support for the benefits of providing students with the opportunity to engage in authentic collaborative practice when working with children with ASD.
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Publisher
Taylor & Francis LTD
Journal
Book Title
Series
Journal of Interprofessional Care;v.30:no.5
Digital Collection
Finding Aid URL
Use and Reproduction
Archival Collection
PubMed ID
DOI
ISSN
1356-1820