Impact of interprofessional peer teaching on physical and occupational therapy student's professional role identity

Abstract Background/purpose The importance of providing students with early interprofessional education (IPE) opportunities has been emphasized. However, there is limited information about the efficacy of instructional methods used to meet IPE competencies related to communicating professional roles and responsibilities or communication strategies in early experiences. This study describes an active learning peer teaching format where Physical Therapy (PT) and Occupational Therapy (OT) students introduced medical school students to their professional roles and responsibilities. Methods First-year PT ( n = 34) and OT ( n = 14) students taught rehabilitation assessments and interventions to second-year medical students as part of a Connective Tissue day. Student opinions of the experience were analyzed using qualitative thematic analysis of student written reflections. Results Students perceived the experience as valuable, satisfying, and relevant, and reported enhanced confidence and professional role identity. Conclusion Student-led IPE peer teaching is a feasible active learning opportunity that may be useful for meeting early IPE competencies, particularly those related to describing individual professional roles and responsibilities and communication skills. In addition, the experience resulted in clarifying the awareness of individual roles and the need for advocacy.