Interprofessional Education with Graduate Students in Dietetics and Speech-Language Pathology: A Sequential-Explanatory Investigation

Abstract Interprofessional education (IPE) prepares students to engage in interprofessional collaborative practice (IPCP), which is essential for managing complex clinical conditions. This mixed methods study examined the impact of a dysphagia-focused IPE sequence involving pre-service speech-language pathologists (SLPs) and registered dietitians (RDs) on their perceptions of collaboration and understanding of professional roles. A total of 31 graduate students (23 SLP, 8 RD) participated in two case-based IPE sessions embedded within existing coursework. Quantitative data were collected using the Student Perceptions of Interprofessional Clinical Education–Revised (SPICE-R) while qualitative data were gathered through open-ended reflections and analyzed using reflexive thematic analysis. Results indicated statistically significant improvements on the SPICE-R alongside significant increase in participants' perceived understanding of SLP and RD roles in dysphagia management. Qualitative findings illustrated how these changes occurred, revealing shifts from generalized descriptions of collaboration to more specific understandings of roles, communication, and shared responsibility for patients. There was strong convergence between the quantitative and qualitative strands, with qualitative themes elaborating on the processes underlying improvements in students' perceptions of IPCP. These findings suggest targeted IPE experiences embedded within existing coursework can meaningfully influence trainees' perceived readiness for dysphagia care.