Background: Interprofessional education (IPE) is essential in preparing healthcare students for collaborative practice. While pediatric IPE offers unique benefits, logistical constraints and limited replicability hinder its widespread integration. Objective: To evaluate the impact of a novel, experiential pediatric IPE activity on physical therapy (PT) and occupational therapy (OT) students’ self-perceived interprofessional collaborative competencies and to identify key student-reported collaboration behaviors essential for effective teamwork. Methods: A retrospective mixed-methods study was conducted with 307 PT and OT students across three academic terms. The intervention involved a co-treatment session with actual pediatric clients and caregivers, followed by debriefing and reflective surveys. Quantitative data were collected using the interprofessional collaborative competency attainment survey-revised (ICCAS-R) and qualitative responses were analyzed thematically. Results: Significant improvements were observed across all six ICCAS-R domains ( P < .001), including communication, collaboration, and team functioning. Thematic analysis identified four key collaboration themes: foundational communication, patient-centered teamwork, dynamic decision-making, and professional role awareness. Conclusion: This structured, scalable pediatric IPE model improves interprofessional competencies among PT and OT students and addresses common implementation barriers. Embedding authentic IPE experiences into curricula can better prepare students for collaborative, patient-centered care.
Hanover et al. (2025) studied this question.