Abstract

Abstract: 
Background:The evolving landscape of healthcare calls for integrated models that move beyond traditional disciplinary boundaries. While earlier interdisciplinary and multidisciplinary approaches often resulted in parallel care, contemporary practice now identifies interprofessional education and practice (IPE) as essential for effective, collaborative patient management, particularly for complex populations such as individuals with degenerative dementia and dysphagia (Bourgeois et.al., 2018).Recent studies highlight that IPE enhances confidence, competence, and preparedness among health students to manage patient needs in team-based contexts (Steven et., al., 2021). SLPs are crucial members of the dysphagia care team, with interprofessional collaboration being essential to providing safe and effective dysphagia management strategies.
Methods:This preliminary study engaged students from Iona University’s SLP and OT programs. Both groups were enrolled in coursework on dysphagia aligned with professional standards and discussed the practice of IPE. These classes occurred in the same semester that IPE service was initiated. OT students and faculty received additional foundational information from SLP faculty on the anatomy and physiology of head and neck structures relevant to feeding. Seventeen OT, fifteen graduate SLP, and three undergraduate SLP students participated in weekly, hands-on IPE sessions at an assisted living facility’s memory care unit serving residents with moderate to severe dementia and dysphagia. The collaborative interventions, facilitated by SLP faculty during feeding activities, focused on sharing clinical reasoning, observing and discussing care strategies, and jointly supporting mealtime safety and engagement.
Results:A key theme identified in SLP student reflections was enhanced role awareness and mutual respect across disciplines. Students reported a clearer understanding of each profession’s unique contributions, recognizing that combining expertise leads to more robust, patient-centered care. The interprofessional environment encouraged respectful inquiry: during mealtimes, OT students and faculty asked SLP peers about intervention rationale and questions on the symptoms the resident presented. SLP students, in turn, consulted OTs regarding posture and breath support, illustrating the reciprocal nature of the learning process.
Students consistently noted that real-world collaboration deepened their grasp of academic material and increased their preparedness for interprofessional practice. Minor scheduling challenges limited participation for some students, indicating a need for improved coordination in this area. Given the complex needs of patients with progressive and end-of-life conditions, developing protocols to strengthen understanding of person-centered comfort care and the clinical reasoning behind dysphagia interventions at this severity level, is recommended.
Conclusion:This IPE initiative successfully increased students’ awareness of professional roles, fostered mutual respect, and deepened their appreciation for the unique strengths each discipline contributes to collaborative care. Faculty-guided, hands-on mealtime collaboration provided a supportive space for discussion, knowledge sharing, and practical skill development, further reinforcing professional identity. Integrating classroom learning with real-world experiences not only enriched students’ educational journeys but also highlighted the importance of empathy and collaboration. Student reflections strongly underscore the value of structured IPE in preparing future clinicians for teamwork in complex care environments.