Abstract
Purpose. This qualitative phenomenological study explored the lived experiences of Master of Science in Athletic Training (MSAT) students who participated in Interprofessional Education (IPE) across didactic, simulation-based, and clinical learning environments. Although the 2020 Commission on Accreditation of Athletic Training Education (CAATE) Standards, specifically Standards 8 and 61, mandate multiple IPE exposures and collaboration with healthcare professionals, limited research has examined how athletic training students experience these activities or how such experiences influence their readiness for collaborative practice.Theoretical Framework. The theoretical framework for this study was grounded in Social Learning Theory (Bandura, 1977), Collaborative Learning Theory (Dillenbourg, 1999), and Experiential Learning Theory (Kolb, 1984). The study was further interpreted through the lens of the Interprofessional Education Collaborative (IPEC) Core Competencies (2016) and the Reflective Interprofessional Education (RIPE) model (Lucas et al., 2020). These frameworks emphasized collaboration, communication, experiential learning, and professional role development within interprofessional healthcare education.
Methodology. This study employed a qualitative phenomenological design using Moustakas’s (1994) phenomenological methodology. Seven MSAT students enrolled at a single CAATE-accredited institution in Southern California participated in semi-structured interviews. Interview data were transcribed verbatim and analyzed using thematic analysis to identify significant statements, meaning units, and recurring themes related to students’ IPE experiences.
Findings and Conclusion. Four major themes emerged from the data: (1) Interprofessional Collaboration and Communication, (2) Learning Environments and Pedagogical Approaches, (3) Professional Identity and Role Clarity, and (4) Institutional Influences and Structural Barriers. Participants valued authentic interprofessional encounters during clinical rotations, while high-fidelity simulation served as an important bridge for students with limited access to diverse clinical experiences. Communication, adaptability, and peer mentorship supported collaborative development, while institutional constraints and misconceptions regarding athletic training roles influenced the quality of IPE experiences. Findings suggested that CAATE accreditation compliance alone does not ensure meaningful interprofessional learning.
Recommendations. Athletic training programs should implement intentional IPE curriculum design, strengthen faculty and preceptor development, and establish diverse clinical partnerships that support meaningful collaboration with healthcare professionals. Future research should include multi-site and longitudinal studies examining collaborative readiness across professional practice settings and incorporate perspectives from faculty, clinical preceptors, and other healthcare professionals.