Background: Embedding interprofessional education (IPE) into occupational therapy (OT) programs is a priority. IPE research teams that include faculty and students from different fields and levels of expertise provides opportunities for strengthening research skills, IPE competencies, and assessment administration.
Objectives: Describe the benefits of tiered mentorship for faculty and students in IPE research. Highlight the effect of administering assessments in research on student knowledge and confidence.
Methods / Approach: A case study describes the process and outcomes of a tiered mentorship model that evolved from an IPE research team at a private university. The team consisted of faculty from three departments, undergraduate students, and students completing experiential learning requirements in the OT program. Formal and informal measures were used to evaluate the experiences from the perspectives of faculty and students.
Results/Practice Implications: Survey results (n=4) showed a statistically significant increase in student-perceived knowledge and confidence in assessment administration as members of the IPE research team. Investigators will share their experiences of the benefits of a tiered mentorship model on the IPE research team and qualitative data on OT student feedback.
Conclusion / Contribution to the occupational therapy profession: The survey results showed that fieldwork training and experience were effective approaches to increasing student knowledge and confidence in administering assessments in research. Interprofessional research opportunities for OT students increase their likelihood of confidently engaging in future research.