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DOI

https://doi.org/10.25035/jsmahs.09.03.03

Abstract

Purpose: The researchers’ objective was to evaluate the effectiveness of an interprofessional educational (IPE) program on student learning while addressing exercise accessibility barriers experienced by people living with disabilities (PLWD), including allied health professionals’ lack of practical experience, knowledge, and perceived competence and comfort working with PLWD in a fitness setting. Method: A qualitative explanatory single case study approach utilizing individual interviews was used. The individual interviews that explored how a collaboration between allied health students influenced learning, perceived comfort, and perceived competence working with PLWD were audio-recorded, transcribed verbatim and thematically analyzed. Results: Four major themes emerged: collaboration, comfort, competence, and experience. During the IPE experience, the subjects entered a cycle of increased or decreased comfort, perceived competence, and reciprocal learning that ultimately led to an impact on their self-efficacy. Conclusion: The results of this study suggest that the inclusion of IPE practices improved student learning through fostering the development of self-efficacy. With improved self-efficacy, the subjects were and are better able to work with PLWD, improving equity and access to services provided in fitness settings. The findings of this research have the potential to inform curriculum development to include IPE experiences and to be intentional about purposeful inclusion of all persons, groups, and populations in fitness settings. Keywords: Disability; Interprofessional Education; People Living with Disabilities; Self-Efficacy

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