Part 1: Preparing Entry-Level Occupational Therapy and Physical Therapy Students to Promote Health and Wellbeing with Individuals with Disabilities
Autor: | Brooks C. Wingo; Donald H. Lein Jr.; Beth A. Barstow; Christopher A. Eidson; Tara S. Pearce; Laurie A. Malone; David M. Morris |
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Sprache: | Englisch |
Veröffentlicht: |
2019 |
Quelle: | Directory of Open Access Journals: DOAJ Articles |
Online Zugang: |
https://doi.org/10.26681/jote.2019.030109 https://doaj.org/toc/2573-1378 doi:10.26681/jote.2019.030109 2573-1378 https://doaj.org/article/10e793936a9c4f4197679f4c2cd0cafe https://doi.org/10.26681/jote.2019.030109 https://doaj.org/article/10e793936a9c4f4197679f4c2cd0cafe |
Erfassungsnummer: | ftdoajarticles:oai:doaj.org/article:10e793936a9c4f4197679f4c2cd0cafe |
Zusammenfassung
To address accreditation standards for health and wellbeing within entry-level occupational therapy (OT) and physical therapy (PT) programs, the OT, PT, and Human Studies Departments at the University of Alabama at Birmingham (UAB) collaborated with community partners to conduct an interdisciplinary service learning activity based on the I Can Do It, You Can Do It Program (ICDI). This program is a structured community health program where individuals without disabilities are partnered with individuals with disabilities to enhance physical activity, healthy eating, and community participation. The purpose of this paper is to describe a formative evaluation of ICDI at UAB, and to discuss revisions to the program made as a result of the evaluation. Faculty used a qualitative design to collect feedback on perceived benefits and challenges of the program. Focus groups were conducted with students who completed the program, and key informant interviews were conducted with site coordinators from each of the three partnering community sites. Two themes emerged from student focus groups: (1) Program benefits, with sub-themes of hands-on application and interaction, and (2) Challenges with suggestions for change, with sub-themes of preparation, communication, and expectations. Four themes emerged from key informant interviews: (1) Students, (2) Logistics, (3) Program benefits, and (4) Transference. Results of this evaluation led to a number of revisions for the 2016 cohort. Future evaluations will include objective measures of change in student knowledge over time, as well as health and behavioral outcomes of community members who participated in the ICDI program at UAB.