Students’ self-perceptions of interprofessional education following participation on a diagnostic team for autism spectrum disorder

ABSTRACT

Interprofessional education is essential for producing future allied-health and education professionals. Unfortunately, opportunities for students to get authentic interprofessional field-based experiences are lacking. This pilot study explored students’ self-perceptions towards interprofessional education (IPE) following participation on an interprofessional diagnostic team designed to rule in or out the diagnosis of autism spectrum disorder (ASD). Thirty-nine students from seven professions responded to a survey before and after completing this interprofessional education experience. The results indicated that the students’ self-perceptions remained consistent during the experience. They reflected positive self-perceptions in the areas of collaboration, professional identity, and the desire to work with others, all in the context of an ASD-focused team. The findings suggest that students entering the IPE experience with positive expectations remained positive during the experience. This pilot study provides support for the benefits of providing students with the opportunity to engage in authentic collaborative practice when working with children with ASD.

KEYWORDS:

• Autism spectrum disorder
• diagnostics
• interprofessional education
• interprofessional learning
• student self-perception

Declaration of interest

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.