Journal of Education and Health Promotion

Abstract BACKGROUND: Physical therapists provide important services for improving health and function for
the general population; however, physical therapy (PT) is infrequently accessed by persons with a
primary diagnosis of severe mental illness (SMI). This study examined the attitudes of PT students
before and during their participation in a service‑learning (SL) program for people with SMI.
MATERIALS AND METHODS: A cross‑sectional institutional review board approved qualitative study
collected 1‑h semi‑structured qualitative interviews from seven graduates of a doctor of PT program.
Participants were from a New Jersey University program in the USA who participated in an SMI SL
experience. Participants were asked about participant attitudes toward people with SMI and their
observations during a SL experience using an interview guide. All interviews were digitally recorded,
transcribed, and coded using interpretive phenomenological analysis by a team of researchers. This
type of qualitative analysis aims to explore participants understanding of their experience without
pre‑conceived theoretical direction. Recordings, transcripts, and field notes were reviewed for
recurring ideas that were summarized into codes. Through independent coding, reflexivity memos,
and consensus meetings, data were further analyzed to identify themes. Investigator triangulation
addressed differences and aided consensus development.
RESULTS: Before the SL experience, the students reported negative perceptions about people
with SMI and feelings of uncertainty and unpreparedness to work with this population. According
to student reports, SL supported their personal and professional development and allowed them to
see that PT services are beneficial for people with SMI.
CONCLUSIONS: The results of this study indicate that PT students have negative attitudes of people
with SMI and feel unprepared to work with this population. The results also support SL as an effective
strategy for helping students in their preparation for working with people with SMI.

Abstract BACKGROUND: This study aimed to determine the perception, perspectives, and behaviors of
health‑care providers, as well as cues to action toward interprofessional education (IPE).
MATERIALS AND METHODS: The interview sessions were conducted from August 2020 to
November 2020 at the College of Pharmacy, Gulf Medical University (GMU), Ajman. The invited
participants belonged to all the colleges which are a part of GMU, providing academic and practice
support to the university. All were residents of UAE, and both genders were considered for qualitative
assessment. The sample size based on data saturation plus two as standard guidelines in qualitative
res earch. All the interviews were audiotaped for verbatim transcriptions. All the recorded interviews
were transcribed to avoid bias. The prepared transcripts were then verified for accuracy by the
relevant participant and after approval, data were analyzed. In case of an emergent theme, all the
investigators were focused on refining the analysis.
RESULTS: A total of 17 health‑care professionals (HCPs) were interviewed. The participants were
chosen from five different colleges at GMU. All the participants had similar perceptions about IPE,
as it is a collaboration between different HCPs to achieve better patient outcomes. A diversity in
perspectives toward IPE was found among the participants. Several barriers were identified during
the interview session and also highlighted the importance of choosing the right topic for IPE, as it
affects planning of the activities greatly. The participants also stressed that the lack of communication
also contributes to decreased involvement of HCPs.
CONCLUSION: This study identified inefficient implementation of IPE. The barriers were lack of team
effort, lack of communication within the institute, and administrative support, despite the availability
of resources and infrastructure in the university.