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The American Occupational Therapy Association (AOTA) asserts that entry-level occupational therapy curricula should include collaborative intraprofessional education (Accreditation Council on Occupational Therapy Education [ACOTE®], 2012). An intraprofessional curriculum brings occupational therapist (OT) and occupational therapy assistant (OTA) students into collaborative educational experiences to develop the knowledge, skills, and teamwork necessary for current-day practice (AOTA, 2015b).
To achieve improved health outcomes, client satisfaction, and reduced health care costs, occupational therapy practitioners must not only practice interprofessionally with other allied health and medical professionals, they must also be prepared to effectively collaborate intraprofessionally in the delivery of occupational therapy services (Blechert, Christiansen, & Kari, 1987; Dennehy & Hissong, 2016). An understanding of roles and respect for the knowledge and skills of OTs and OTAs in service delivery are fundamental to effective intraprofessional practice. In a study by Dillon (2002) of OT and OTA perspectives on intraprofessional practice in occupational therapy, participants "expressed that effective intraprofessional relationships enhance the quality of occupational therapy services provided and strengthen their desire to practice in the field" (p. 1). This assertion remains applicable to current efforts to realize AOTA's Vision 2025 that "occupational therapy maximizes health, well-being, and quality of life for all people, populations, and communities through effective solutions that facilitate participation in everyday living" (AOTA, 2017b, p. 1).
The occupational therapy profession acknowledges that intraprofessional collaboration among OTs and OTAs from a mindful, positive, and ethical position is paramount in the vast array of increasingly complex practice environments. These complex alliances between practitioners need to involve trust, open communication, mutual respect, and negotiation, all hallmarks of effective teamwork (Blechert et al., 1987; Phipps, 2011). Moreover, when professionals demonstrate effective collaborative reciprocity, best practices in therapy provision are communicated, planned, and carried out (Blechert et al., 1987; James & Walter, 2015; Scheerer, 2002).
In today's broadening and demanding health, human services, and educational arenas, clients' health and well-being will benefit when OT and OTA students experience intraprofessional collaboration and are provided with models demonstrating that intraprofessional collaboration is essential in all institutional and community-based systems of care (Jung, Salvatori, & Martin, 2008). This position paper describes the history and development of collaborative OT-OTA intraprofessional education, outlines standards and core competencies associated with collaborative intraprofessional education and practice, discusses evidence for...