Preparing Graduate Students for School-Based Practice Via Virtual Interprofessional Education.

While much of the existing literature on interprofessional education (IPE) informs collaboration among providers in healthcare settings, less is known about effects of virtual IPE experiences related to school-based practice. We utilized a repeated measure design and retrospective analysis to examine changes in occupational therapy (OT), physical therapy (PT), and speech-language pathology (SLP) graduate students' self-reported IP competence and perceptions concerning a virtual IPE experience about school-based practice. Students' self-perception of IP competence was measured using the Interprofessional Collaborative Competencies Attainment Survey-Revised (ICCAS-R) and three post-event reflection questions. Descriptive statistics, Pearson correlations, post hoc analysis, and ANOVA were used to compare scores on the ICCAS-R and program effect on time. Data from 130 completed surveys revealed that graduate students reported greater agreement on post-ICCAS statements, suggesting greater perceived confidence post-IPE experience. Analyses revealed a statistically significant positive relationship between the number of types of collab¬oration experiences and pre- and post-ICCAS-R scores (p<0.05). An interpretive thematic analysis revealed four main themes from students' self-assessment of their communication and collaboration abilities in team situations. These findings highlight benefits of a virtual IPE experience on graduate students' perceived IP competence in school-based practice. Virtual IPE effectively addresses accreditation standards and supports development of IPEC competencies related to roles and responsibilities, communication, and teamwork.