A Mixed-Methods Examination of Interprofessional Preschool Virtual Simulations for Speech-Language Pathology and Occupational Therapy Graduate Students

Interprofessional education (IPE) is a required prerequisite of interprofessional practice (IPP), the most collaborative service delivery model for speech-language pathologists working in both health care and educational settings. This exploratory, mixed methods study was conducted to examine the impact of an experiential IPE training program on graduate speech-language pathology (SLP) and occupational therapy (OT) students working together in a preschool classroom for children with developmental disabilities. Eight SLP and five OT students participated in a 2-hour in-person workshop and two 1.5-hour virtual simulations using ViewPoint technology. The training program provided instruction related to: three of the Interprofessional Education Collaborative’s (IPEC) Core Competencies (Communication, Roles and Responsibilities, Teams and Teamwork); writing collaborative goals; and writing collaborative intervention plans. Students completed the Interprofessional Collaborative Competencies Attainment Scale-Revised (ICCAS-Revised) and were observed at pre-training and post-training using the Interprofessional Collaborator Assessment Rubric (ICAR). They also participated in 1-hour focus groups to assess their ability to discuss the IPEC Core Competencies at pre-training and post-training. Students’ ICCAS-Revised and ICAR ratings increased significantly from pre-training to post-training and they were able to talk about the IPEC Core Competencies in greater depth at the end of the training. The study suggests that virtual simulations paired with the clinical experience of collaborating in a real-world setting can lead to gains in not only students’ self-perceptions of their interprofessional skills but also their actual abilities to work effectively on interprofessional teams.