STUDENT OUTCOMES DISCUSSION

Patricia Schaber, PhD, OTR/L Kathryn Boland, OTR/L, Carly Herrick, OTR/L, Samantha Kozlicki, OTR/L, Kenlyn Plonka, OTR/L,,

Program in Occupational Therapy, University of Minnesota

ABSTRACT

REFERENCES

UM-OT

A premier dance academy extended an invitation to occupational therapy (OT) to conduct an evaluation of a new program, MovementWise. The program, designed to stimulate movement with community and residential dwelling older adults, was evaluated to meet the research requirements of a Masters in OT. Beyond providing the student with a rich, engaging research project, this qualitative study found that students experienced mutuality in interprofessional collaboration, observed highly skilled experts in training and adapting movement with older adults, solidified their own unique disciplinary contribution, and experienced the challenges and benefits of qualitative research. This multi-dimensional, high impact learning experience can serve as a model in meeting the demands of efficiency in curricular redesign.

ACKNOWLEDGMENTS We wish to acknowledge and thank the Cowles Center Administration and Teaching Artists for their generous and positive efforts in developing leisure activities for older adults.

Interprofessional Collaboration with an Unlikely Partner: Professional Dance Instructors

• Students developed a high regard for the skills of another discipline and humility in the face of expertise. This supports interprofessional education objectives, “to influence student reaction to other professionals and attitudes and perceptions of other disciplines” (IOM, 2015).

• Students learned best from a “high impact” activity

defined as a) taking place in context, b) outside of the classroom, c) with a relational component (mentor or expert), with d) an affective element developing resilience in the face of new challenges (Bass, 2015).

• Occupational therapy curricula is expected to guide

“education and training efficiently and effectively, maximizing learning using well-designed activities that meet multiple learning objectives and standards” (ACOTE, 2015).

• Emerging areas of practice provide a backdrop for

students to explore unique contributions of occupational therapy to populations in wellness models of service.

Definitions of MovementWise Elements to Describe Movement and Instruction Adapted from the OT Practice Framework

Elements Observed in Dance Segments in MovementWise by Site

Site 1 Community dwelling (Blue): Scaffolding, creating, low continuity, high fantasy, solo inward and partnering, fewer modifications, and more social interaction Site 2 Residential facility (Red): Sequencing, following, high continuity, less fantasy, solo outward, more modifications, and less social interaction.

Accreditation Council for Occupational Therapy Education (2014). 2011 accreditation council for occupational therapy education (ACOTE®) standards and interpretive guide: December 2014 interpretive guide version. From www.aota.org/EducationCareers/Accreditation/StandardsReview.aspx AOTA (2014). Occupational therapy practice framework: Domain and process (3rd Ed.). Bethesda, MD: AOTA Press. Bass, R. (2015). Keynote: Designing the future(s) of the University. Academy of Distinguished Teachers Conference, Minneapolis, MN, April 8, 2015. National Academy of Sciences (2015). Measuring the impact of interprofessional education on collaborative practice and patient outcomes. Institute of Medicine Report Brief, April 2015. From www.iom.edu/IPE

MovementWise is a six week program for older adults, 55 and older, that combines 90 minutes of dance style movement with performing arts appreciation. Students collaborated with teaching artists in developing research questions for a mixed methods study. 1. Why do older adults choose to participate in a movement activity for

leisure and what are the perceived effects of participation? 2. What are the elements of a community-based movement program for

older adults? Do the elements change based on capabilities of the participants?

Student used a pre and post survey; generated and analyzed field notes of six sessions at two sites: a community dance center and residential assisted living complex.

Scholarly Project: MovementWise

Mutuality and Collaboration

Challenges of Field Research

Observing the Experts

Solidifying Occupational Therapy

Students collaborated with Professional Dance Instructors on research questions and study design. The Pre and Post Surveys reflected disciplinary perspectives..

Field notes were generated by students observing the sessions. Students gained skills analyzing movement and creating a glossary of terms adapted from the OT Practice Framework to communicate with the experts.

Students conducted an activity analysis of MovementWise sessions and labeled segments of the sessions; students identified the movement elements in sessions at two sites reflecting two functional levels.

Students characterized the research experience as: • Intimidating to write observations • Personally challenging • Going into the unknown • Creating something out of nothing • Fun, not grueling • Rewarding • A professional growth experience

Evaluating the Student Experience

A telephone survey of the student experience was conducted after completion of the project to answer the following questions: 1. Describe your experience working with experts from other

disciplines. 2. Did the interdisciplinary nature of the project impact your own

professional development? If so, how? 3. Describe the personal challenges of the project. What was your

strongest area of growth? What do you perceive were barriers to your learning?

4. Did the project meet your expectations in learning about the research process?

Interviews were transcribed and coded using interview analysis.