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A case study of interprofessional collaboration between engineering and health sciences students at Penn State DuBois

机译：宾夕法尼亚州杜博伊斯工程与健康科学学生思想的案例研究

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The DuBois Campus of the Pennsylvania State University has a long history of providing project-based learning in the courses taken by students enrolled in associate and baccalaureate degree programs. This paper presents a case study of collaborative design projects between first-year engineering (ENG) and second-year Occupational Therapy Assistant (OTA) students. The projects involved the design and manufacture of assistive devices for elderly and/or disabled persons. Students worked in a team setting consisting of 4 engineering students and 3 OTA students per team and use their understanding of design process (ENG students) and mobility and function (OTA students), paired with a client's occupations, history, and needs to create a piece of adaptive equipment to allow users to engage in desired occupations. To capture students' feedback for quality improvement, questionnaires were designed and completed after the conclusion of the projects and a year or two years later after completing the course. Comparison of students' responses between the two questionnaires suggested that they benefited from the interprofessional collaboration. Unanimously, they all agreed that these collaborative projects helped them to gain insight into how someone from another profession “thinks” and the importance of utilizing everyone's strengths to better accomplish the goals of the team. The collaboration also helped them to be appreciative of the knowledge people bring from other professions that introduces new ideas to the team, respecting others' thoughts and ideas. Some of them continue to collaborate with other professionals.
机译：宾夕法尼亚州立大学的Dubois校区拥有悠久的历史，以便在参加助理和学士学位课程的学生所采取的课程中提供基于项目的学习。本文介绍了一年工程（ENG）和二年职业治疗助理（OTA）学生的协同设计项目的案例研究。该项目涉及老年人和/或残疾人辅助设备的设计和制造。学生们在一个团队设置中，由4名工程学生和每支团队的3个OTA学生组成，并使用他们对设计过程（ENG学生）和移动和功能（OTA学生）的理解，与客户的职业，历史，并且需要创造一个一块自适应设备，允许用户从事所需的职业。为了捕捉学生的质量改进的反馈，在完成课程后的项目和一年或两年后，设计并完成了调查问卷。学生对两项问卷之间的反应的比较建议他们从争取协作中受益。一致，他们都同意这些合作项目帮助他们深入了解某人如何从另一个职业“思考”以及利用每个人的优势更好地实现团队目标的重要性。合作还帮助他们欣赏知识人员带来其他职业的知识，这些职业向球队引入了新的想法，尊重他人的思想和想法。其中一些继续与其他专业人士合作。

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