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

机译：宾夕法尼亚州立杜波依斯大学工程与健康科学专业学生之间的跨专业合作案例研究

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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杜波依斯分校的历史悠久，可以为参加副学士学位和学士学位课程的学生提供基于项目的学习。本文介绍了一年级工程学（ENG）和二年级职业治疗助手（OTA）学生之间的协作设计项目的案例研究。这些项目涉及老年人和/或残疾人辅助设备的设计和制造。学生在团队环境中工作，每个团队由4名工程学学生和3名OTA学生组成，并利用他们对设计过程（ENG学生），流动性和功能（OTA学生）的理解，以及客户的职业，历史和需求来创建一种自适应设备，以允许用户从事所需的职业。为了获得学生对质量改进的反馈，在项目结束后以及完成课程后的一年或两年后，设计并填写了调查表。比较两个问卷中学生的回答，表明他们从专业间的合作中受益。他们都一致认为，这些协作项目有助于他们深入了解另一个行业的人是如何“思考”的，以及利用每个人的才能更好地实现团队目标的重要性。此次合作还帮助他们欣赏人们从其他专业中获得的知识，这些知识为团队引入了新的想法，同时尊重他人的想法。他们中的一些人继续与其他专业人员合作。

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