Self-care among health care providers is an important component of their ability to provide quality health care to patients. Health care institutions have programs in place for students that emphasize health and wellness, but few programs are available for faculty and staff. To address this gap and facilitate modeling health and wellness strategies for students, a New England institution that educates health care practitioners began a pilot self-care project for faculty and staff. Both quantitative and qualitative data were collected. The template used for this project could be used as a stepping-stone for future wellness self-care program in higher education for faculty, staff, and students.

OBJECTIVE:To create an interprofessional/interdisciplinary education (IPE), pilot course that provided a representative group of students the opportunity to develop a 6 week fall reduction program for a group of elder volunteers who were independently living in the community. The authors describe the processes that occurred for the course and student-led program to be developed.RESULTS:This pilot course provided opportunities for interprofessional student learning, faculty practice and development, and a program to improve the health of the participants. Sustaining interprofessional collaboration is challenging, primarily due to scheduling difficulties and faculty workloads.CONCLUSIONS:More time needs to be devoted to developing the team skills of students, as well as building their knowledge of the contributions each discipline can make to a holistic view of elders. The next phase of this project needs to include pre and post measurement of students' readiness for IPE and elders to more adequately assess the components and effects of the course and program for fall prevention.

OBJECTIVE AND PARTICIPANTS:This program provides an interprofessional course to students, allowing them to learn together with each other and their elder teachers.GOALS:include refining their professional parameters (turf), learning how to successfully collaborate with other professionals (team), and determining how to effectively design intervention plans for elders within their own communities (town). Various methods of evaluation, such as journals, participation in rounds, and OSCEs, used to assess students' status are described.RESULTS:Both students and faculty gained clearer perceptions of other professions through their work with each other and the ability to more effectively communicate with other profession. Both also learned, through their relationships with their elder teachers, more about how their specific professions' contributions can affect elders and how elders perceive and contribute to their own communities.CONCLUSIONS:This program has been a successful venture. The challenge is now to devise a way to provide similar experiences to a larger group of students.

This article focuses on the design and implementation of an interdisciplinary geriatric educational project at a small New England University. A novel, affective teaching approach of Readers Theater is highlighted as a beginning classroom instructional strategy for interdisciplinary students. The physical and psychosocial considerations for health are complex with geriatric clients, and the successful construction of intervention plans is enhanced through an interdisciplinary approach. This pedagogical technique served as an effective method to initially engage health profession students, promote interprofessional collaboration, and support the creation of a compassionate, holistic approach to the care of elders.

A look back, after a decade, at the issues surrounding women and work. Work options, childcare and family concerns, the glass ceiling, sexual harassment, women entrepreneurs, race and poverty, unpaid work, and women with disabilities are discussed.

Multidisciplinary faculty collaboration within the health professions educational system is explored. The definitions for the concepts of intradisciplinary, multidisciplinary, interdisciplinary and transdisciplinary faculty teams are provided along with the strengths and weaknesses of collaborative teaching and course development across various health profession programs. Examples of these teaching models are described using case studies to illustrate collaborative course development by faculty from Occupational Therapy, Nursing, Physician Assistant, Social Work and Dental Hygiene, Nurse Anesthesia, and Health Services Management programs offered at the University of New England in Portland, Maine, United States of America.

It is women who are predominantly affected by musculoskeletal disorders of the upper extremities (MSD/UE), especially those disorders attributed to repetitive strain or cumulative trauma. This study focuses on a female sample of supermarket employees and the effects of stress acquired from their non-work environments on the reporting of musculoskeletal symptoms. Stress and life events were shown to be positively associated with the presence of UE disorders and measures of intensity, duration, and frequency of pain. A multifactorial model for explaining the development of MSD/UE in female workers is proferred, while the significance of understanding the inter-relational nature of women's lives is underscored. Additionally, the study lends credence to the physiological underpinning of stress.

An understanding of what work means to women is provided with an overview of history; a review of unpaid work, including child care, parental care, and volunteerism; and the current status of women and work. Women's leadership style emphasizing team building, empowerment, and a consensus model is described. The need for validation of the multiple roles women play in society and for espousing balance in their lives is encouraged. Finally, strategies for eliminating bias are offered.

Reply| Online April 01 1993 Guest Editors’ Response Nancy MacRae Nancy MacRae Nancy MacRae, MS, OTR/L, Biddeford, MA Search for other works by this author on: This Site PubMed Google Scholar Jan Froehlich, MS, OTR/L, Roxie Black Hamlin , MS, OTR/L, Kathryn Loukas , MS, OTR/L Author & Article Information Online ISSN: 1943-7676 Print ISSN: 0272-9490 Copyright © 1993 by the American Occupational Therapy Association, Inc.1993 The American Journal of Occupational Therapy, 1993, Vol. 47(4), 369. https://doi.org/10.5014/ajot.47.4.369b Views Icon Views Article contents Figures & tables Video Audio Supplementary Data Peer Review Share Icon Share Facebook Twitter LinkedIn Email Tools Icon Tools Get Permissions Cite Icon Cite Search Site Citation Nancy MacRae; Jan Froehlich, MS, OTR/L, Roxie Black Hamlin , MS, OTR/L, Kathryn Loukas , MS, OTR/L, Guest Editors’ Response. Am J Occup Ther April 1993, Vol. 47(4), 369. doi: https://doi.org/10.5014/ajot.47.4.369b Download citation file: Ris (Zotero) Reference Manager EasyBib Bookends Mendeley Papers EndNote RefWorks BibTex toolbar search Search Dropdown Menu toolbar search search input Search input auto suggest filter your search All ContentThe American Journal of Occupational Therapy Search Advanced Search This content is only available via PDF. Copyright © 1993 by the American Occupational Therapy Association, Inc.1993 Article PDF first page preview Close Modal You do not currently have access to this content.