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Woodworth J, Smith LJ, Andreoli JM, Erickson SR. Framework for an interprofessional experience addressing health and disability for health professional students. Curr Pharm Teach Learn 2024; 16:453-459. [PMID: 38565466 DOI: 10.1016/j.cptl.2024.03.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/02/2023] [Revised: 12/26/2023] [Accepted: 03/15/2024] [Indexed: 04/04/2024]
Abstract
BACKGROUND AND PURPOSE A Health and Disabilities Interprofessional Education (IPE) course was implemented to join three healthcare disciplines together to collaboratively plan, implement, and reflect on professional roles and responsibilities. The goal and purpose of this course was to create an advancement of interprofessional education and practice within health science professions early in their students' programs utilizing innovative teaching methods working directly with individuals with disabilities. EDUCATIONAL ACTIVITY AND SETTING 72 students were assigned to interprofessional teams of 10-11 people. Through asynchronous and synchronous learning activities, student teams worked together to plan and conduct community-based client interviews. FINDINGS Quantitative and qualitative evaluation methods were used to explore the impact of interprofessional experiential learning experiences. Qualitative data showed a greater awareness and understanding of the different roles and responsibilities in interprofessional teams as well as a greater appreciation for the value of interacting with persons with disabilities (PWD) during their training. Quantitative data showed a significant change in students' understanding of their roles and responsibilities as a member of an interprofessional team, their confidence with working with PWD in a future healthcare capacity, as well as their understanding of how the social determinants of health may influence the healthcare experience of a PWD. SUMMARY Interprofessional education and experiential learning opportunities are good ways to facilitate "real" patient care experiences and team roles and responsibilities. This enables healthcare students to practice communication, build relationships, and understand the lived experience of their patients.
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Affiliation(s)
- Jillian Woodworth
- Occupational Therapy Department, University of Michigan-Flint, 2157 William S. White Building, 303 E. Kearsley Street, Flint, MI 48502-1950, United States of America.
| | - Laura J Smith
- Post-Professional Clinical Professional Development, Physical Therapy Department, University of Michigan-Flint, 2157 William S. White Building, 303 E. Kearsley Street, Flint, MI 48502-1950, United States of America.
| | - Jeanne M Andreoli
- UM Center for Research on Learning and Teaching, University of Michigan, 1071 Palmer Commons, 100 Washtenaw Ave., Ann Arbor, MI 48109-2218, United States of America.
| | - Steven R Erickson
- College of Pharmacy, University of Michigan, 428 Church Street, Ann Arbor, MI 48109-1065, United States of America.
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Beuken JA, Biwer F. Preaching Through the Choir. What Interprofessional Education Can Learn From Choir Singing. Perspect Med Educ 2024; 13:274-279. [PMID: 38706453 PMCID: PMC11067977 DOI: 10.5334/pme.1182] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/22/2023] [Accepted: 03/27/2024] [Indexed: 05/07/2024]
Abstract
Collaboration between healthcare professionals from different backgrounds is a true art to be mastered. During interprofessional education (IPE), learners from different professions learn with, from and about each other. Landscape of Practice (LoP) theory can offer insight into social learning in IPE, but its application is rather complex. We argue that choir singing offers a helpful metaphor to understand different concepts in LoP (brokers, engagement, imagination and alignment) and how they are manifested in IPE. Based on similarities between choir singing and IPE, we present four lessons: 1) The teacher sets the tone: a lesson for brokers; 2) You can only learn so much alone: a lesson for engagement; 3) Listening is not as easy as it sounds: a lesson for imagination and 4) A song is more than the sum of its parts: a lesson for alignment. Moreover, we reflect on differences between choir singing and IPE, and insights from these differences.
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Affiliation(s)
- Juliëtte Anna Beuken
- Department of Educational Development and Research/School of Health Professions Education (SHE), Faculty of Health Medicine and Life Sciences, Maastricht University, The Netherlands
| | - Felicitas Biwer
- Department of Educational Development and Research/School of Health Professions Education (SHE), Faculty of Health Medicine and Life Sciences, Maastricht University, The Netherlands
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Booij E, van Dam M, Jonker G, van Bruggen L, Lesterhuis M, van der Schaaf MF, Hoff RG, Hennus MP. An Interprofessional Faculty Development Program for Workplace-Based Learning. Perspect Med Educ 2024; 13:266-273. [PMID: 38706455 PMCID: PMC11067978 DOI: 10.5334/pme.1242] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/23/2023] [Accepted: 04/11/2024] [Indexed: 05/07/2024]
Abstract
Background Most faculty development programs in health professions education, pivotal in cultivating competent and effective teachers, focus on systematic, planned and formal learning opportunities. A large part of clinical teaching however, encompasses ad-hoc, informal and interprofessional workplace-based learning whereby individuals learn as part of everyday work activities. To fully harness the educational potential embedded in daily healthcare practices, prioritizing interprofessional faculty development for workplace-based learning is crucial. Approach Utilizing the 'ADDIE' instructional design framework we developed, implemented and evaluated an interprofessional faculty development program for workplace-based learning. This program, encompassing seven formal training sessions each with a different theme and five individual workplace-based assignments, aimed to support clinical teachers in recognizing and optimizing informal learning. Outcomes The pilot program (n = 10) and first two regular courses (n = 13 each) were evaluated using questionnaires containing Likert scale items and open textboxes for narrative comments. The quality and relevance of the program to the clinical work-place were highly appreciated. Additional valued elements included practical knowledge provided and tools for informal workplace-based teaching, the interprofessional aspect of the program and the workplace-based assignments. Since its development, the program has undergone minor revisions twice and has now become a successful interprofessional workplace-based alternative to existing faculty development programs. Reflection This faculty development program addresses the specific needs of healthcare professionals teaching in clinical settings. It stands out by prioritizing informal learning, fostering collaboration, and supporting integration of formal training into daily practice, ensuring practical application of learned knowledge and skills. Furthermore, it emphasizes interprofessional teaching and learning, enhancing workplace environments.
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Affiliation(s)
- Eveline Booij
- Department of Anesthesiology, University Medical Center Utrecht, Utrecht, the Netherlands
| | - Marjel van Dam
- Intensive Care Center, University Medical Center Utrecht, Utrecht, the Netherlands
| | - Gersten Jonker
- Department of Anesthesiology, University Medical Center Utrecht, Utrecht, the Netherlands
| | - Lisette van Bruggen
- Utrecht Center for Research and Development of Health Professions Education, University Medical Center Utrecht, Utrecht, the Netherlands
| | - Marije Lesterhuis
- Utrecht Center for Research and Development of Health Professions Education, University Medical Center Utrecht, Utrecht, the Netherlands
| | - Marieke F. van der Schaaf
- Utrecht Center for Research and Development of Health Professions Education, University Medical Center Utrecht, Utrecht, the Netherlands
| | - Reinier G. Hoff
- Department of Anesthesiology, University Medical Center Utrecht, Utrecht, the Netherlands
| | - Marije P. Hennus
- Pediatric Intensive Care, Wilhelmina Children’s Hospital, University Medical Center Utrecht, Utrecht, the Netherlands
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Nyoni CN, Grobler C, Botma Y. Towards Continuing Interprofessional Education: Interaction patterns of health professionals in a resource-limited setting. PLoS One 2021; 16:e0253491. [PMID: 34242240 PMCID: PMC8270436 DOI: 10.1371/journal.pone.0253491] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/12/2021] [Accepted: 06/04/2021] [Indexed: 11/18/2022] Open
Abstract
There are challenges related to collaboration among health professionals in resource-limited settings. Continuing Interprofessional Education initiatives grounded on workplace dynamics, structure and the prevailing attitudes and biases of targeted health professionals may be a vehicle to develop collaboration among health professionals. Workplace dynamics are revealed as health professionals interact. We argue that insights into the interaction patterns of health professionals in the workplace could provide guidance for improving the design and value of CIPE initiative. The study was conducted through rapid ethnography and data were collected from non-participant observations. The data were transcribed and analysed through an inductive iterative process. Appropriate ethical principles were applied throughout the study. Three themes emerged namely “Formed professional identities influencing interprofessional interaction”, “Diversity in communication networks and approaches” and “Professional practice and care in resource limited contexts”. This study revealed poor interaction patterns among health professionals within the workplace. These poor interaction patterns were catalyzed by the pervasive professional hierarchy, the protracted health professional shortages, limited understanding of professional roles and the lack of a common language of communication among the health professionals. Several recommendations were made regarding the design and development of Continuing Interprofessional Education initiatives for resource-limited settings.
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Affiliation(s)
- Champion N. Nyoni
- School of Nursing, University of the Free State, Bloemfontein, South Africa
- * E-mail:
| | - Cecilna Grobler
- School of Nursing, University of the Free State, Bloemfontein, South Africa
| | - Yvonne Botma
- School of Nursing, University of the Free State, Bloemfontein, South Africa
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Asghar Z, Akhras A, Wahood W. #Students_Against_COVID: Student Leadership During a Global Crisis. Acad Med 2021; 96:944. [PMID: 33656011 DOI: 10.1097/acm.0000000000004030] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Affiliation(s)
- Zoha Asghar
- Second-year medical student, Ziauddin University Medical College, Karachi, Pakistan;
| | - Aya Akhras
- Fourth-year medical student, Mohammed Bin Rashid University for Medicine and Health Sciences, College of Medicine, Dubai, United Arab Emirates
| | - Waseem Wahood
- First-year medical student, Dr. Kiran C. Patel College of Allopathic Medicine, Nova Southeastern University, Fort Lauderdale, Florida
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Ziemba JB, Berns JS, Huzinec JG, Bammer D, Salva C, Valentine E, Myers JS. The RCA ReCAst: A Root Cause Analysis Simulation for the Interprofessional Clinical Learning Environment. Acad Med 2021; 96:997-1001. [PMID: 33735131 DOI: 10.1097/acm.0000000000004064] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/12/2023]
Abstract
PROBLEM The Accreditation Council for Graduate Medical Education calls for resident participation in real or simulated interprofessional analysis of a patient safety event. There are far more residents who must participate in these investigations than available institutional root cause analyses (RCAs) to accommodate them. To correct this imbalance, the authors developed an institutionally sponsored, interprofessional RCA simulation program and implemented it across all graduate medical education (GME) residency programs at the Hospital of the University of Pennsylvania. APPROACH The authors developed RCA simulations based upon authentic adverse events experienced at their institution. To provide relevance to all GME programs, RCA simulation cases varied widely and included examples of errors involving high-risk medications, communication, invasive procedures, and specimen labeling. Each simulation included residents and other health care professionals such as nurses or pharmacists whose disciplines were involved in the actual event. Participants adopted the role of RCA investigation team, and in small groups systematically progressed through the RCA process. OUTCOMES A total of 289 individuals from 18 residency programs participated in an RCA simulation in 2019-2020. This included 84 interns (29%), 123 residents (43%), 20 attending physicians (7%), and 62 (21%) other health care professionals. There was an increase in ability of GME trainees to correctly identify factors required for an RCA investigation (62% pre vs 80% post, P = .02) and an increase in intent to "always report" for each adverse event category (3% pre vs 37% post, P < .001) following the simulation. NEXT STEPS The authors plan to expand the RCA simulation program to other GME clinical sites while striving to involve all GME learners in this educational experience at least once during training. Additionally, by collaborating with health system patient safety leaders, they will annually review all new RCAs to identify cases suitable for simulation adaptation.
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Affiliation(s)
- Justin B Ziemba
- J.B. Ziemba is assistant professor and assistant program director, Division of Urology, Hospital of the University of Pennsylvania, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania; ORCID: http://orcid.org/0000-0002-0962-2055
| | - Jeffrey S Berns
- J.S. Berns is associate dean for graduate medical education and professor, Division of Renal-Electrolyte and Hypertension, Department of Medicine, Hospital of the University of Pennsylvania, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania
| | - Jill G Huzinec
- J.G. Huzinec is former director of patient safety, Department of Clinical Effectiveness and Quality Improvement, Hospital of the University of Pennsylvania, University of Pennsylvania Health System, Philadelphia, Pennsylvania
| | - Dina Bammer
- D. Bammer is nursing professional development specialist, Department of Nursing Professional Development, Hospital of the University of Pennsylvania, University of Pennsylvania Health System, Philadelphia, Pennsylvania
| | - Catherine Salva
- C. Salva is associate professor and program director, Department of Obstetrics and Gynecology, Hospital of the University of Pennsylvania, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania
| | - Elizabeth Valentine
- E. Valentine is associate professor and patient safety officer, Department of Anesthesiology and Critical Care, Hospital of the University of Pennsylvania, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania
| | - Jennifer S Myers
- J.S. Myers is professor, Department of Medicine, Hospital of the University of Pennsylvania, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania
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Krakau F, Doll L, Mitzkat A. An interprofessional core elective module on the scholarly presentation of projects: implementation in an online format. GMS J Med Educ 2021; 38:Doc90. [PMID: 34286070 PMCID: PMC8256123 DOI: 10.3205/zma001486] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 07/30/2020] [Revised: 02/04/2021] [Accepted: 02/19/2021] [Indexed: 06/13/2023]
Abstract
Background: In the bachelor degree program Interprofessional Health Care that combines professional training and study, students work part-time in their chosen professions after completing training. The increase in students' working hours due to COVID-19 and the switch to a digital teaching format raised the question as to how a successful and flexible educational concept can be created online in this context. A blended-learning strategy in combination with a competency model for interprofessional learning was chosen as theoretical reference point for implementation. Based on a module for academic poster presentation in front of an interprofessional plenum, the sequence of the learning process organization in the phases "kick-off", "self-directed learning" and "online seminar" is exemplified and discussed with regard to its suitability for digital interprofessional teaching. Implementation: During implementation it was important to clearly define the module's scope and sequence at the very beginning. The use of screencasts enabled students to individually pace their learning during the preparatory self-directed learning phase. Embedding assignments in the screencasts served to aid students in their learning. The synchronous exchange in interprofessional small groups was experienced as profitable for the own poster production. Several students perceive their own poster presentation in digital format as an increase in competence and a basis for future academic presentations. Summary: In summary, the entire interprofessional module was successfully implemented digitally in the phases "kick-off", "self-directed learning" and "online seminar". For synchronous learning, virtual small group workspaces seem particularly suitable for learner activation. The practical implementation of the acquired competencies in the form of the poster presentation is crucial for ensuring the learning success.
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Affiliation(s)
- Franziska Krakau
- Universitätsklinikum Heidelberg, Abteilung Allgemeinmedizin & Versorgungsforschung, Heidelberg, Germany
| | - Lea Doll
- Universitätsklinikum Heidelberg, Abteilung Allgemeinmedizin & Versorgungsforschung, Heidelberg, Germany
| | - Anika Mitzkat
- Universitätsklinikum Heidelberg, Abteilung Allgemeinmedizin & Versorgungsforschung, Heidelberg, Germany
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Smith L, Keiser M, Yorke A, Turkelson C. Use of a Structured Approach to Develop Best Practices in Interprofessional Education. J Nurs Educ 2021; 60:309-316. [PMID: 34077316 DOI: 10.3928/01484834-20210520-02] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
BACKGROUND Providing interprofessional education (IPE) is mandated by accrediting agencies for health professions education; however, pedagogical, logistical, and financial challenges exist in implementing and sustaining high-quality IPE. After executing several IPE activities, an IPE team developed a structured approach for organizing, sustaining, and ensuring high-quality IPE. This article introduces the Design-Implement-Assess-Modify (DIAM) Model. A portfolio spreadsheet was developed and includes components from each of the DIAM phases. METHOD The team documented characteristics from five IPE activities conducted annually for 5 years and tracked progress. RESULTS The DIAM approach has allowed the team to develop a detailed and living portfolio to design, implement, assess, and modify several IPE activities across different professions. CONCLUSION This approach has led to the intentional planning and development of multiple IPE activities that include the integration of standards of best practice and accreditation, while preparing practitioners for collaborative practice. [J Nurs Educ. 2021;60(6):309-316.].
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Suematsu M, Takahashi N, Okazaki K, Fuchita E, Yoshimi A, Hanya M, Noda Y, Abe K, Kuzuya M. A novel online interprofessional education with standardised family members in the COVID-19 period. Int J Med Educ 2021; 12:36-37. [PMID: 33772529 PMCID: PMC8411341 DOI: 10.5116/ijme.6043.8be0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/07/2020] [Accepted: 03/06/2021] [Indexed: 06/12/2023]
Affiliation(s)
- Mina Suematsu
- Department of Education for Community-Oriented Medicine, Nagoya University Graduate School of Medicine, Nagoya, Japan
| | - Noriyuki Takahashi
- Department of Education for Community-Oriented Medicine, Nagoya University Graduate School of Medicine, Nagoya, Japan
| | - Kentaro Okazaki
- Department of Education for Community-Oriented Medicine, Nagoya University Graduate School of Medicine, Nagoya, Japan
| | - Etsuko Fuchita
- Department of Integrated Health Sciences, Gerontological Nursing, Nagoya University Graduate School of Medicine, Japan
| | - Akira Yoshimi
- Division of Clinical Sciences and Neuropsychopharmacology, Faculty and Graduate School of Pharmacy, Meijo University, Nagoya, Japan
| | - Manako Hanya
- Office of Clinical Pharmacy Practice and Health Care Management, Faculty of Pharmacy, Meijo University, Nagoya, Japan
| | - Yukihiro Noda
- Division of Clinical Sciences and Neuropsychopharmacology, Faculty and Graduate School of Pharmacy, Meijo University, Nagoya, Japan
| | - Keiko Abe
- Clinical Nursing, Aichi Medical University College of Nursing, Nagakute, Japan
| | - Masafumi Kuzuya
- Department of Community Healthcare & Geriatrics, Nagoya University Graduate School of Medicine, Japan
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Abstract
INTRODUCTION Given barriers to learner assessment in the authentic clinical environment, simulated patient encounters are gaining attention as a valuable opportunity for competency assessment across the health professions. Simulation-based assessments offer advantages over traditional methods by providing realistic clinical scenarios through which a range of technical, analytical, and communication skills can be demonstrated. However, simulation for the purpose of assessment represents a paradigm shift with unique challenges, including preservation of a safe learning environment, standardization across learners, and application of valid assessment tools. Our goal was to create an interactive workshop to equip educators with the knowledge and skills needed to conduct assessments in a simulated environment. METHODS Participants engaged in a 90-minute workshop with large-group facilitated discussions and small-group activities for practical skill development. Facilitators guided attendees through a simulated grading exercise followed by in-depth analysis of three types of assessment tools. Participants designed a comprehensive simulation-based assessment encounter, including selection or creation of an assessment tool. RESULTS We have led two iterations of this workshop, including an in-person format at an international conference and a virtual format at our institution during the COVID-19 pandemic, with a total of 93 participants. Survey responses indicated strong overall ratings and impactfulness of the workshop. DISCUSSION Our workshop provides a practical, evidence-based framework to guide educators in the development of a simulation-based assessment program, including optimization of the environment, design of the simulated case, and utilization of meaningful, valid assessment tools.
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Affiliation(s)
- Megan A. Koster
- Instructor in Medicine, Harvard Medical School and Division of Pulmonary and Critical Care Medicine, Mount Auburn Hospital
| | - Morgan Soffler
- Instructor in Medicine, Harvard Medical School and Division of Pulmonary, Critical Care and Sleep Medicine, Beth Israel Deaconess Medical Center; Director of Simulation Research, Carl J. Shapiro Center for Education and Research, Beth Israel Deaconess Medical Center
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Marr S, McKibbon K, Patel A, McKinnon Wilson J, Hillier LM. The geriatric certificate program: collaborative partnerships for building capacity for a competent workforce. Gerontol Geriatr Educ 2021; 42:13-23. [PMID: 30706766 DOI: 10.1080/02701960.2019.1572004] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/09/2023]
Abstract
Many practicing health care providers find themselves ill-prepared to meet the complex care needs of older adults. The Geriatric Certificate Program (GCP) represents a collaborative partnership leveraging existing educational courses, with new courses developed to fill existing education gaps, aimed at improving quality of care for older adults. This paper describes the GCP and examines its impact on knowledge, skills, clinical practice, as well as confidence, comfort, and competence in providing geriatric care. Upon program completion, all graduates (N = 146; 100%) completed an online evaluation survey. The majority of graduates reported (5-point scale: 1 = much less now; 5 = much more now) being more confident (88%), comfortable (83%), and competent (89%) to provide optimal geriatric care than prior to the program. The GCP provides a significant opportunity for health care providers to build their capacity for the care of older adults. Key lessons learned in implementing the GCP and suggestions for further development are discussed.
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Affiliation(s)
- Sharon Marr
- Regional Geriatric Program central, Hamilton, Ontario, Canada
- Department of Medicine, Division of Geriatric Medicine, McMaster University, Hamilton, Ontario, Canada
| | - Kristy McKibbon
- Regional Geriatric Program central, Hamilton, Ontario, Canada
| | - Anisha Patel
- Regional Geriatric Program central, Hamilton, Ontario, Canada
| | | | - Loretta M Hillier
- Geriatric Education and Research in Aging Sciences (GERAS) Centre, Hamilton, Ontario, Canada
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Berger-Estilita J, Chiang H, Stricker D, Fuchs A, Greif R, McAleer S. Attitudes of medical students towards interprofessional education: A mixed-methods study. PLoS One 2020; 15:e0240835. [PMID: 33085695 PMCID: PMC7577478 DOI: 10.1371/journal.pone.0240835] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2020] [Accepted: 10/02/2020] [Indexed: 01/10/2023] Open
Abstract
BACKGROUND Interprofessional Education (IPE) aims to improve students' attitudes towards collaboration, teamwork, and leads to improved patient care upon graduation. However, the best time to introduce IPE into the undergraduate curriculum is still under debate. METHODS We used a mixed-methods design based on a sequential explanatory model. Medical students from all six years at the University of Bern, Switzerland (n = 683) completed an online survey about attitudes towards interprofessional learning using a scale validated for German speakers (G-IPAS). Thirty-one medical students participated in nine semi-structured interviews focusing on their experience in interprofessional learning and on the possible impact it might have on their professional development. RESULTS Women showed better attitudes in the G-IPAS across all years (p = 0,007). Pre-clinical students showed more positive attitudes towards IPE [Year 1 to Year 3 (p = 0.011)]. Students correctly defined IPE and its core dimensions. They appealed for more organized IPE interventions throughout the curriculum. Students also acknowledged the relevance of IPE for their future professional performance. CONCLUSIONS These findings support an early introduction of IPE into the medical curriculum. Although students realise that interprofessional learning is fundamental to high-quality patient care, there are still obstacles and stereotypes to overcome. TRIAL REGISTRATION ISRCTN 41715934.
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Affiliation(s)
- Joana Berger-Estilita
- Department of Anaesthesiology and Pain Medicine, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland
| | - Hsin Chiang
- Department of Anaesthesiology and Pain Medicine, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland
| | - Daniel Stricker
- Institute for Medical Education, University of Bern, Bern, Switzerland
| | - Alexander Fuchs
- Department of Anaesthesiology and Pain Medicine, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland
| | - Robert Greif
- Department of Anaesthesiology and Pain Medicine, Inselspital, Bern University Hospital, University of Bern, Bern, Switzerland
- School of Medicine, Sigmund Freud University Vienna, Vienna, Austria
| | - Sean McAleer
- Centre for Medical Education, University of Dundee, Dundee, United Kingdom
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Lochner L, Wieser H, Oberhöller G, Ausserhofer D. Interprofessional team-based learning in basic sciences: students' attitude and perception of communication and teamwork. Int J Med Educ 2020; 11:214-221. [PMID: 32997647 PMCID: PMC7882124 DOI: 10.5116/ijme.5f5b.24e3] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/19/2019] [Accepted: 09/11/2020] [Indexed: 06/11/2023]
Abstract
OBJECTIVES To explore whether a team-based learning strategy applied to an interprofessional course on basic science changes students' perception of communication and teamwork skills and attitudes as related to interprofessional learning. METHODS A mixed-methods approach was utilized. The participants were selected through an opportunity sample of 33 first-semester anatomy students from occupational therapy and orthoptics programs. Students completed an interprofessional questionnaire before and after the course. The data were analyzed descriptively. Fourteen students were selected randomly for group interviews. Qualitative data was interpreted using thematic analyses. RESULTS The pre-test scores for 'communication and teamwork skills' and 'interprofessional learning' were high with mean values of 26.58 and 34.24, respectively. The post-test scores were 27.30 and 34.27, respectively, indicating no relevant changes in students' perception and attitudes. Qualitative data suggested that team-based learning represents a valid strategy to encourage communication and teamwork skills but revealed a lack of interprofessional exchange during the course. Students reported that classroom activities must require the professional knowledge of all participating groups in order to prevent a negative attitudinal shift towards interprofessional education in the later years of their studies. CONCLUSIONS Implementing team-based learning in basic sciences can encourage communication and teamwork among students. Mixed classes can help socialize students of different professional groups, although they carry a risk of a negative attitudinal shift towards interprofessional education. Whether, and in what ways, effective interprofessional exchange during the teaching of basic sciences can be achieved needs further investigation.
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Affiliation(s)
- Lukas Lochner
- Claudiana, College of Healthcare Professions, Teaching Support Office, Bolzano/Bozen, Italy
| | - Heike Wieser
- Claudiana, College of Healthcare Professions, Research Unit, Bolzano/Bozen, Italy
| | - Gabi Oberhöller
- Laimburg Research Centre, Science Support Centre, Vadena/Pfatten (BZ), Italy
| | - Dietmar Ausserhofer
- Claudiana, College of Healthcare Professions, Research Unit, Bolzano/Bozen, Italy
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Hansen TB, Pape B, Thiesen PS, Jakobsen F. Interprofessional versus uniprofessional dyad learning for medical students in a clinical setting. Int J Med Educ 2020; 11:191-200. [PMID: 32986616 PMCID: PMC7882129 DOI: 10.5116/ijme.5f50.bc76] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/24/2020] [Accepted: 09/03/2020] [Indexed: 06/11/2023]
Abstract
OBJECTIVES The aim of the present study was to explore and compare medical students' perceived learning outcomes when treating patients under supervision in two different learning settings: a uniprofessional or an interprofessional dyad. METHODS The design of the study is a qualitative interview study. Data were collected from October 2016 to June 2017 via semi-structured group interviews performed at the end of the clinical placement in an orthopaedic outpatient clinic for medical students in the last semester of the curriculum. In the placement, the students worked by turns in either a uniprofessional dyad with two medical students or an interprofessional dyad with a nursing student. The data from the interviews were analysed using Systematic Text Analysis. RESULTS Overall, 21 students were interviewed. The students appreciated the authenticity of dealing with real patient problems. Both dyads provided the possibility of working as a professional, but the interprofessional dyad had a more authentic setting. In both dyads, the students' interdependence and mutual support promoted the acquisition of knowledge and skills. Working in the interprofessional dyad facilitated relationships between the professions, and the medical students became aware of some of their own profession's strengths and weaknesses. The interprofessional collaboration contributed to different perspectives on the patients' course of treatment and led to a more holistic understanding of the treatment. CONCLUSIONS Interprofessional dyads have the potential to improve learning outcomes in the clinical training of medical students. Further studies are needed to explore the benefits across medical specialities and settings.
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Affiliation(s)
- Torben Bæk Hansen
- University Clinic for Hand, Hip and Knee Surgery, Regional Hospital West Jutland, Denmark
| | - Britta Pape
- University Clinic for Hand, Hip and Knee Surgery, Regional Hospital West Jutland, Denmark
| | - Pernille Staal Thiesen
- University Clinic for Hand, Hip and Knee Surgery, Regional Hospital West Jutland, Denmark
| | - Flemming Jakobsen
- University Clinic for Hand, Hip and Knee Surgery, Regional Hospital West Jutland, Denmark
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Ma C, Wong L, Wen A, Arndt R, Katz AR, Richardson K, Yamanaka AB, Masaki K. Evaluation of distance facilitation and technology in an interprofessional simulation exercise. Curr Pharm Teach Learn 2020; 12:776-785. [PMID: 32540039 DOI: 10.1016/j.cptl.2020.02.007] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/10/2019] [Revised: 01/20/2020] [Accepted: 02/26/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION This paper explores two objectives: (1) effectiveness of interprofessional education facilitators utilizing distance technology to facilitate and debrief an interprofessional exercise with students located on the islands Oahu and Hawai'i Island (Hilo), and (2) impact of technology on the simulation experience for facilitators and students. METHODS Four disciplines participated in an interprofessional hospital discharge exercise for the same geriatric patient case. Two questions administered to facilitators and students after each session focused on: (1) satisfaction with the students' ability to work through the simulation, and (2) satisfaction with the use of distance technology. RESULTS Results showed no significant differences when comparing students to facilitators for the students' ability to work through the simulation. Students gave significantly lower satisfaction scores with distance technology than faculty. There were no significant differences in scores among disciplines between either facilitators or students. Pharmacy distance students had significantly lower scores for satisfaction with the simulation exercise and for the role of distance technology compared to other students. Qualitative analyses showed trend improvements over five semesters in four technology areas; volume, noise, difficulty with clarity/understanding, and seating location/placement issues for the on-site group, but only significant improvement with clarity/understanding in the distance group. CONCLUSIONS Interprofessional simulation exercises can be successfully facilitated from both on-site and distance site without compromising students' ability to work through the exercise. Satisfaction with distance technology was lower for distance student groups.
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Affiliation(s)
- Carolyn Ma
- The Daniel K. Inouye College of Pharmacy, University of Hawaii at Hilo, United States.
| | - Lorrie Wong
- School of Nursing and Dental Hygiene, University of Hawaii at Mānoa, United States.
| | - Aida Wen
- The John A. Burns School of Medicine, University of Hawai'i Manoa, Department of Geriatric Medicine, United States
| | - Robin Arndt
- Myron B. Thompson School of Social Work, University of Hawaii at Mānoa, United States.
| | - Alan R Katz
- Office of Public Health Studies, University of Hawaii at Mānoa, United States.
| | - Karol Richardson
- School of Nursing and Dental Hygiene, University of Hawaii at Mānoa, United States.
| | - Ashley B Yamanaka
- Office of Public Health Studies, University of Hawaii at Mānoa, United States.
| | - Kamal Masaki
- The John A. Burns School of Medicine, University of Hawai'i Manoa, Department of Geriatric Medicine, United States.
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Bartlett JL, Kinsey JD. Large-group, asynchronous, interprofessional simulation: Identifying roles and improving communication with student pharmacists and student nurses. Curr Pharm Teach Learn 2020; 12:763-770. [PMID: 32482281 DOI: 10.1016/j.cptl.2020.01.023] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/08/2019] [Revised: 12/03/2019] [Accepted: 01/31/2020] [Indexed: 06/11/2023]
Abstract
BACKGROUND Accreditation standards for health professions training programs continue to require interprofessional education (IPE) activities. Therefore, it is important for faculty collaboration to satisfy these requirements and provide meaningful, mutually beneficial opportunities for students to participate and learn. The medication use process is an integral component of nursing and pharmacy education. When feasible, asynchronous IPE activities that promote medication administration safety and facilitate equal contribution from involved students should be introduced into respective curricula. INTERPROFESSIONAL EDUCATIONAL ACTIVITY This study employed a retrospective, pretest-posttest design to measure confidence, satisfaction, and communication. The asynchronous simulation included first-year (junior) student nurses (n = 126) and first year (P1) student pharmacists (n = 152). The simulation focused on the role-related knowledge, skills, and attitudes required to accurately call-in, retrieve, and fill a prescription. Details regarding design, setting, participants, facilitation of the simulation, and barriers overcome are described. DISCUSSION Descriptive statistics are provided for satisfaction and confidence, with changes in confidence analyzed using binomial probability confidence intervals. This IPE simulation was an efficient and effective model for introducing students to the specific activity of communicating prescriptions among key members of the interprofessional team. IMPLICATIONS Students reported increased confidence and satisfaction with this activity, which supports future iterations of the asynchronous simulation.
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Affiliation(s)
- Jennifer L Bartlett
- Georgia Baptist College of Nursing of Mercer University, 3001 Mercer University Drive, Atlanta, GA 30341, United States.
| | - Joshua D Kinsey
- Mercer University College of Pharmacy, 3001 Mercer University Drive, Atlanta, GA 30341, United States.
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Salvati LA, Weber ZA, Trinh M, Rustem DR, Etelamaki CL. An assessment of interprofessional education in schools/colleges of pharmacy in the United States. Curr Pharm Teach Learn 2020; 12:626-632. [PMID: 32482263 DOI: 10.1016/j.cptl.2020.01.030] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/22/2019] [Revised: 11/25/2019] [Accepted: 01/31/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Pharmacy educational standards provide requirements for interprofessional education (IPE). However, there has not been a comparison of IPE structure between doctor of pharmacy programs in the United States (US). The purpose of this study was to gather information regarding current IPE programs and curricula in schools/colleges of pharmacy (S/COP) across the US. METHODS A survey was developed and emailed to at least one faculty member or administrator from each S/COP responsible for IPE or experiential education. The survey gathered information on IPE status, structure, and oversight. It also explored mechanisms promoting IPE success, pieces of advice for starting or expanding IPE, and hurdles for IPE implementation. RESULTS Eighty-five S/COP representing 59.9% of programs in the US responded to the survey. All respondents felt IPE was either very important or important to pharmacy education. Mechanisms that promoted IPE success included partnerships, faculty interest in IPE, having an IPE center, being located on an academic medical center, administrative support, and integrating IPE during curricular development. IPE hurdles included logistics, faculty buy-in, sustainability, distance from other programs, and differing accreditation standards across programs. Themes of advice for others were to be innovative/patient/flexible, collaborative, identify key initial partners, develop a director or coordinator of IPE position, and receive administrative support. CONCLUSIONS IPE is a vital component to training the next generation of health professionals, but the process for can be daunting. Building on the successes of others and predicting barriers can assist S/COP in developing effective IPE.
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Affiliation(s)
- Lisa A Salvati
- Ferris State University College of Pharmacy, 25 Michigan Street NE Suite 7000, Grand Rapids, MI 49503, United States.
| | - Zachary A Weber
- Purdue University College of Pharmacy, 640 Eskenazi Avenue, Indianapolis, IN 46202, United States.
| | - Melanie Trinh
- Ferris State University College of Pharmacy, 25 Michigan Street NE Suite 7000, Grand Rapids, MI 49503, United States.
| | - Danielle R Rustem
- Ferris State University College of Pharmacy, 25 Michigan Street NE Suite 7000, Grand Rapids, MI 49503, United States.
| | - Cassandra L Etelamaki
- Purdue University College of Pharmacy, 575 Stadium Mall Drive, West Lafayette, IN 47907, United States.
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Slater N, Todd A, Grimm A. Pharmacy students as educators: An interprofessional approach to insulin management education. Curr Pharm Teach Learn 2020; 12:689-693. [PMID: 32482271 DOI: 10.1016/j.cptl.2020.01.034] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/22/2019] [Revised: 11/23/2019] [Accepted: 01/31/2020] [Indexed: 06/11/2023]
Abstract
INTRODUCTION Student pharmacists may increase the knowledge and comfort level of student nurses and student physicians through peer-assisted teaching (PAT) on insulin management for patients with type 2 diabetes mellitus. METHODS Fourth-year student pharmacists completing their primary care rotation provided instruction to third-year student nurses and third-year student physicians on the selection, dosing, administration, and counseling of insulin products in type 2 diabetes. Learners were asked to complete a pre- and post-survey to determine comfort level and knowledge before and after the educational experience. RESULTS A total of 200 student nurses and student physicians were included in the analysis. All but two questions from the pre- to post-survey resulted in a statistically significant increase in the number of respondents who agreed or strongly agreed with the statements. In both the pre- and post-survey, >90% of participants agreed or strongly agreed that pharmacists add value to the medical team. An overwhelming majority of students indicated that this learning experience would assist them with making clinical decisions regarding insulin therapy for patients with type 2 diabetes during clinical rotations. CONCLUSION The education provided by student pharmacists improved knowledge and confidence in selecting, dosing, administering, and counseling on insulin products, but not with adjusting therapy. Although the student nurses and student physicians valued pharmacy prior to the study, their willingness to reach out to pharmacists increased. This study demonstrates the usefulness of PAT for collaboration between healthcare professional students for improved knowledge and confidence to ultimately enhance patient-centered care.
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Affiliation(s)
| | - Anthony Todd
- 19640 Highway 67(B), Biloxi, MS 39532 United States.
| | - Abby Grimm
- 12101 Dessau Road, Apt 1608(C), Austin, TX 78754 United States.
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19
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Pufall MA, Wilson AM. An idea to explore: A collaboration and cross training in an extended classroom-based undergraduate research experience between primarily undergraduate and research-intensive institutions. Biochem Mol Biol Educ 2020; 48:269-275. [PMID: 32222096 DOI: 10.1002/bmb.21340] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/18/2019] [Accepted: 02/29/2020] [Indexed: 06/10/2023]
Abstract
Providing students with training in advanced laboratory skills is an essential part of scientific education. At the same time, engaging students in research is becoming equally important. Classroom-based undergraduate research experiences (CUREs) have emerged to fill this need, and can take many forms. In this article we describe reengineering an advanced organic synthesis laboratory at a primarily undergraduate institution into a CURE. This objective of this CURE is to provide small molecules relevant to an ongoing research program at a research-intensive institution. This new model cross trains students and provides a new structure for a CURE that could be adapted to other partnerships and institutions.
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Affiliation(s)
- Miles A Pufall
- Department of Biochemistry, Carver College of Medicine, Holden Comprehensive Cancer Center, Iowa City, Iowa, USA
| | - Anne M Wilson
- Clowes Department of Chemistry and Biochemistry, Butler University, Indianapolis, Indiana, USA
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20
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Girard VW, Moore ES, Kessler LP, Perry D, Cannon Y. An Interprofessional Approach to Teaching Advocacy Skills: Lessons from an Academic Medical-Legal Partnership. J Leg Med 2020; 40:265-278. [PMID: 33137280 DOI: 10.1080/01947648.2020.1819485] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/29/2019] [Revised: 01/30/2020] [Accepted: 05/18/2020] [Indexed: 06/11/2023]
Abstract
Medical students and educators recognize that preparing the next generation of health leaders to address seemingly intractable problems like health disparities should include advocacy training. Opportunities to acquire the knowledge and skills needed to effectively advocate at the policy level to promote systems-, community-, and population-level solutions are a critical component of such training. But formal advocacy training programs that develop and measure such skills are scarce. Even less common are interprofessional advocacy training programs that include legal and policy experts to help medical students learn such skills. This 2016-2017 pilot study started with a legislative advocacy training program for preclinical medical students that was designed to prepare them to meet with Capitol Hill representatives about a health justice issue. The pilot assessed the impact of adding an interprofessional education (IPE) dimension to the program, which in this case involved engaging law faculty and students to help the medical students understand and navigate the federal legislative process and prepare for their meetings. Results from the pilot suggest that adding law and policy experts to advocacy-focused training programs can improve medical students' advocacy knowledge and skills and increase their professional identity as advocates.
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Allen SM, Kachlic MD, Parent-Stevens L. Pharmacy Students Teaching Prescription Writing and Nonprescription Product Selection to Medical Students. Am J Pharm Educ 2020; 84:6972. [PMID: 32313272 PMCID: PMC7159010 DOI: 10.5688/ajpe6972] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/22/2018] [Accepted: 08/08/2019] [Indexed: 06/09/2023]
Abstract
Objective. To measure the impact of an interprofessional education intervention in which pharmacy students provided education to medical students. Methods. In a required workshop, fourth-year pharmacy students taught second-year medical students the basics of prescription writing. In a subsequent selective education session, the pharmacy students led a case-based discussion on nonprescription drug use for third-year medical students on their family medicine rotation. The pharmacy students were surveyed in regards to confidence in teaching abilities before and after the prescription writing workshop and the medical students were surveyed in regards to confidence with activity and teaching effectivess prior to and after the completion of the workshop or selective. Results. At the end of the workshop, second-year medical students were more confident in their abilities to write prescriptions and fourth-year pharmacy students were more confident in their ability to teach prescription writing. Based on survey responses, the second-year medical students and fourth-year pharmacy students were confident in the learning environment effectiveness throughout the activity. After participating in the selective education session, third-year medical students were more confident in their ability to access resources on nonprescription drugs and in making recommendations to and counseling patients regarding nonprescription drug use. Conclusion. The perception is that pharmacy students can be effective interprofessional educators for medical students on key aspects of the medical curriculum.
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Affiliation(s)
- Sheila M Allen
- University of Illinois at Chicago College of Pharmacy, Chicago, Illinois
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22
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Marshall C, Van Der Volgen J, Lombardo N, Hamasu C, Cardell E, Blumenthal DK. A Mixed Methods Approach to Assess the Impact of an Interprofessional Education Medical Error Simulation. Am J Pharm Educ 2020; 84:7133. [PMID: 32226063 PMCID: PMC7092788 DOI: 10.5688/ajpe7133] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/24/2018] [Accepted: 02/04/2019] [Indexed: 05/09/2023]
Abstract
Objective. To evaluate the impact of a single, half-day interprofessional education (IPE) simulation on disclosing medical errors, and to compare the impacts on pharmacy students with those on students from other health professional programs. Methods. A mixed methods approach was used to provide a comprehensive understanding of the immediate and persistent outcomes of a realistic medical error disclosure simulation. Anonymous pre- and post-simulation quantitative data were collected using a validated attitudinal survey instrument administered at the time of the simulation. To assess more sustained impacts of the simulation, uni-professional focus groups were held several months following the simulation. Results. The survey analysis showed that a significant positive change in attitudes towards teamwork, roles and responsibilities occurred in students in most of the professions represented, with pharmacy students experiencing positive changes across a wider range of interprofessional attitudes. The focus group results showed that there were persistent impacts across all professions on learners' knowledge, skills, attitudes, and confidence in disclosing medical errors in interprofessional teams. Conclusion. Mixed methods analysis of a high-fidelity IPE error disclosure simulation demonstrated that single IPE activities, if realistic, can have significant positive impacts on students' interprofessional attitudes and competencies, and increase confidence in conducting team-based error disclosures.
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Affiliation(s)
- Colleen Marshall
- University of Utah, Huntsman Cancer Institute, Salt Lake City, Utah
| | - Jessi Van Der Volgen
- University of Utah, Spencer S. Eccles Health Sciences Library, Salt Lake City, Utah
| | - Nancy Lombardo
- University of Utah, Spencer S. Eccles Health Sciences Library, Salt Lake City, Utah
| | - Claire Hamasu
- University of Utah, Spencer S. Eccles Health Sciences Library, Salt Lake City, Utah
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Floren LC, Mandal J, Dall’Era M, Shin J, Irby DM, Cate OT, O’Brien BC. A Mobile Learning Module to Support Interprofessional Knowledge Construction in the Health Professions. Am J Pharm Educ 2020; 84:847519. [PMID: 32226076 PMCID: PMC7092784 DOI: 10.5688/ajpe847519] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/12/2019] [Accepted: 07/02/2019] [Indexed: 06/10/2023]
Abstract
Objective. To develop and evaluate a mobile learning module to support knowledge construction between medical and pharmacy students through structured dialogue prompts. Methods. Rheumatologists and pharmacists collaboratively developed a two-week, case-based, asynchronous interprofessional learning module that was delivered via a mobile app and focused on collaborative medication management of a complex case involving a patient with systemic lupus erythematosus. The clinical case evolved over three phases: diagnosis, initial treatment, and medication-related complications. Dialogue prompts were incorporated in each phase as a mechanism to support knowledge construction among learners. Pharmacy and medical student pairs were randomized to receive either high guidance or low guidance prompts for collaborative learning. The student pairs worked together, asynchronously, online, to develop three collaborative care plans. The evaluation of the learning module to support knowledge construction included: analysis of text-based dialogue coded for knowledge construction phases; the accuracy and completeness of the three collaborative care plans; and quantitative and qualitative participant feedback. Results. Sixteen pairs of medical and pharmacy students (n=32) participated. Pairs who received high guidance engaged in all phases of knowledge construction more often than pairs who received low guidance. Guidance phase did not differentially impact collaborative care plan scores. Ninety-eight percent of students agreed or strongly agreed that the module improved their clinical reasoning, interprofessional communication, and knowledge of systemic lupus erythematosus. Conclusion. The knowledge construction framework can guide the design and evaluation of educational interventions such as a mobile learning module to support knowledge construction among health professionals.
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Affiliation(s)
| | - Jennifer Mandal
- University of California, San Francisco, School of Medicine, San Francisco, California
| | - Maria Dall’Era
- University of California, San Francisco, School of Medicine, San Francisco, California
| | - Jaekyu Shin
- University of California, San Francisco, School of Pharmacy, San Francisco, California
| | - David M. Irby
- University of California, San Francisco, School of Medicine, San Francisco, California
| | - Olle ten Cate
- University of California, San Francisco, School of Medicine, San Francisco, California
- Center for Research and Development of Education, University Medical Center Utrecht, the Netherlands
| | - Bridget C. O’Brien
- University of California, San Francisco, School of Medicine, San Francisco, California
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