scholarly journals Comparison of an In-Person versus a Virtual Interprofessional Education Activity Focused on Professional Communication

Pharmacy ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 111
Author(s):  
Tracey DelNero ◽  
Deepti Vyas
Keyword(s):  
Interprofessional Education ◽  
Student Attitudes ◽  
Healthcare Professionals ◽  
Pharmacy Students ◽  
Professional Communication ◽  
Peer Evaluation ◽  
Peer Perceptions ◽  
Virtual Group ◽  
Education Activity ◽  
The Impact

Early provision of interprofessional education (IPE) is imperative to ensure effective communication between healthcare professionals. However, there are several barriers to offering adequate IPE, including space restrictions and lack of human resources, prompting exploration of alternative modalities. In 2019, an IPE activity was offered in person with 213 pharmacy and 45 physician assistant (PA) students participating in one-on-one team huddles focusing on managing an acutely ill patient. In 2020, the same IPE activity, including 194 pharmacy and 45 PA students, was offered virtually. Peer evaluations, an attitudes survey, and confidence surveys were administered to evaluate the impact of the IPE activity. A student t-test and descriptive statistics were utilized to analyze the data. On average, PA students in the virtual group rated their peers higher than PA students in the in-person group, with little difference in the pharmacy peer evaluation of their PA partner. Ninety percent of pharmacy students and 91% of PA students in the virtual group felt that “they learned something new regarding therapeutic management” from their partner versus 84% of pharmacy and 81% of PA students in the in-person group. In conclusion, using a virtual modality for a communications-focused IPE was not detrimental to student attitudes and did not adversely affect peer perceptions.

scholarly journals Peer Teaching in an Interprofessional Education Activity Focused on Professional Skills Development

Pharmacy ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 112
Author(s):  
Tracey DelNero ◽  
Deepti Vyas
Keyword(s):  
Interprofessional Education ◽  
Student Attitudes ◽  
Peer Teaching ◽  
Pharmacy Students ◽  
Professional Skills ◽  
Physical Assessment ◽  
Assessment Skills ◽  
Education Activity ◽  
Physical Assessment Skills ◽  
The Impact

The purpose of this study was to assess the impact of a peer-taught interprofessional education (IPE) activity on pharmacy and physician assistant (PA) student self-assessed confidence and attitudes related to professional skills. First-year pharmacy (n = 210) and PA (n = 45) students participated in a two-hour IPE activity. Forty-five teams consisting of one PA and at least four pharmacy students completed three peer-teaching stations focused on diabetes device education, pulmonary device teaching/case workup, and physical assessment skills. Students completed a pre- and post-activity confidence survey and a post-activity attitudes survey. For pharmacy students, highest confidence gains were noted on the items related to performing a physical exam. For PA students, largest gains were noted on the items related to insulin delivery systems. Eighty-three percent of students either agreed or strongly agreed with the statement “I learned things during this IPE activity that I will implement in clinical practice.” Seventy six percent of students felt that the physical assessment station was “beneficial or very beneficial” to their learning. A vast majority of students noted the IPE activity “somewhat or definitely” enhanced their communication with other health professionals and promoted a climate of mutual respect. In conclusion, peer teaching improved student attitudes and confidence.

scholarly journals Changes in Pharmacy Students After Experiencing Interprofessional Education Activities

2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Shane R. Tolleson ◽  
Nadia J. Ismail ◽  
Anne C. Gill ◽  
Rita A. Dello Stritto ◽  
Mark D. Hatfield ◽  
...  
Keyword(s):  
Interprofessional Education ◽  
Healthcare Professionals ◽  
Additional Research ◽  
Descriptive Statistics ◽  
Pharmacy Students ◽  
The Impact

Background: Interprofessional education (IPE) has become increasingly important among healthcare professionals. The purpose of this study was to assess the impact of IPE experiences on pharmacy students’ perceived level of comfort with and level of reliability regarding other healthcare professionals. Methods and Findings: A survey of third- and fourth-year pharmacy students (N = 190) was analyzed using descriptive statistics and bivariate analyses to address the study objectives. Students experienced a significant increase in their level of comfort with questioning other professions after IPE (pre IPE: 5.45 ± 2.24 and post IPE: 7.22 ± 1.62, p<0.01) and being questioned by other professions (pre IPE: 5.39 ± 2.24 and post IPE: 7.04 ± 1.68, p<0.01). Students also experienced a significant increase in the perceived reliability and accuracy of information from nurses after IPE (pre IPE: 5.91 ± 1.82 and post IPE: 6.41 ± 1.62, p = 0.01). Conclusions: Pharmacy students who experienced any IPE perceived themselves as more comfortable with questioning and being questioned by other healthcare professionals than students without IPE. Additional research is needed to more clearly define the benefits of IPE and how it should be designed.

scholarly journals Survery of healthcare professionals to assess the awareness, knowledge and self-reported behavior regarding recent fluoroquinolones safety issues

2021 ◽  
Author(s):  
Madalina Huruba ◽  
Andreea Farcas ◽  
Daniel Corneliu Leucuta ◽  
Mariana Sipos ◽  
Cristina Mogosan
Keyword(s):  
Online Survey ◽  
Healthcare Professionals ◽  
National Level ◽  
Professional Communication ◽  
Survey Study ◽  
Risk Minimization ◽  
Cross Sectional ◽  
Safety Issues ◽  
Safety Concerns ◽  
The Impact

Background and aims. The impact of fluoroquinolone (FQ)-induced long-lasting, disabling, and potentially irreversible serious adverse drug reactions (ADRs) on the overall benefit-risk balance and the need for adequate risk minimization measures has been recently assessed. The present study aims to evaluate physicians and pharmacists' awareness and knowledge of the recent safety issues communicated through a direct healthcare professional communication (DHPC), regarding FQs, at a national level, in Romania, as well as healthcare professionals (HPs) self-reported behavior regarding the management of the risk. Methods. Cross-sectional, online survey study, conducted in Romania. Results. A total of 127 participants responded to the survey. Six (4.7%) were physicians and 121 (95.3%) were pharmacists. The predominant age was 31-40 years (N=52, 40.9%), and most respondents were females (N=117, 92.1%). A majority of 101 (79.5%) were reportedly aware of the existence of the new safety issues associated with FQs, and slightly less were aware of the DHPC (N=86, 67.7%) issued in 2019. In terms of knowledge, slightly more than half of the respondents had correctly selected the responses regarding key safety messages on most important ADRs and restrictions / cautions for use. The impact of the communication on HPs self-reported behavior was high or very high in almost half of the participants (N=63, 49.6%). Conclusions. A high percentage of participants were aware of the FQ-associated safety concerns. Knowledge was relatively good for the key safety concerns among HPs. A notable impact on behavior was observed, mostly in terms of counselling of the patient and disseminating the information to colleagues.    

scholarly journals Medical and Pharmacy Students’ Attitudes Towards Physician-Pharmacist Collaboration in Indonesia: A Case Study Approach

2021 ◽  
Vol 4 (3) ◽  
pp. 231-237
Author(s):  
Nisa Febrinasari ◽  
Hudan Taufiq ◽  
Futikha Hudaningrum
Keyword(s):  
Medical Education ◽  
Interprofessional Education ◽  
Student Attitudes ◽  
Pharmacy Students ◽  
P Value ◽  
Validity And Reliability ◽  
Education Students ◽  
Cross Sectional ◽  
Significant Difference ◽  
Students Attitudes

Learning process evaluation of Interprofessional Education (IPE) was crucial to determine the implementation process’s success. The evaluation can be done by researching student attitudes in IPE activities. Research on students' attitudes in medical education and pharmacy study programs is expected to be a guideline for the IPE curriculum drafting team at the Faculty of Medicine, Universitas Islam Sultan Agung, Semarang, to develop future IPE learning activities. The study design was observational analytic with a cross-sectional method involving all medical and pharmacy students of the Faculty of Medicine, Universitas Islam Sultan Agung who had participated in a Small Group Discussion with TB management and met the inclusion criteria. Data collection was carried out in August 2020 using an online google form questionnaire. Data obtained through the Scale of Attitudes Toward Psychic-Pharmacist Collaboration questionnaire contains 16 questions tested for validity and reliability. Questions were answered using a 4-point Likert Scale. The statistical test analysis results on the total score of the collaboration attitude scale using the Mann Whitney Test was a p-value of 0.000. The median total score of medical and pharmacy students was 47.00 and 56.00, respectively. The p-value indicates a significant difference between the total scores of medical and pharmacy students. Based on the analysis results, the study shows significant differences in collaboration attitudes. Medical education students fall into the "moderate" category and pharmacy students in the "high" category. The pharmacy students have a more positive collaboration attitude than medical education students toward future collaborative relationships.

scholarly journals The Effects of a Single Event Interprofessional Education (IPE) Experience on Occupational Therapy Students

2014 ◽  
Author(s):  
Jodi Schreiber ◽  
Anthony Goreczny ◽  
Melissa Bednarek ◽  
Susan Hawkins ◽  
Mark Hertweck ◽  
...  
Keyword(s):  
Occupational Therapy ◽  
Professional Education ◽  
Interprofessional Education ◽  
Student Attitudes ◽  
Clinical Care ◽  
Entry Level ◽  
Occupational Therapy Students ◽  
Participant Response ◽  
Health Care Professional Education ◽  
The Impact

Purpose: The purpose of the study was to evaluate the impact of a single interprofessional education (IPE) seminar on student attitudes toward interprofessional education (IPE) at a small northeastern university that housed an entry-level Master in Occupational Therapy (MOT) program. Method: Investigators used the Readiness for Interprofessional Learning Scale (RIPLS) to determine attitudes of thirty-six MOT students after attending an interprofessional seminar.Results: Participant response rate of MOT students was 88.9% percent. The analysis of data revealed no significant differences between MOT student attitudes toward IPE pre and post IPE seminar. Conclusion: Several factors are discussed that may have contributed to the lack of statistical differences. Growing interest in IPE related to clinical care warrants explorations into various issues raised by this study regarding implications for health care professional education, training, and patient care.

scholarly journals An interprofessional education conference approach to antimicrobial education: a mixed methods evaluation

2019 ◽  
Author(s):  
Clare Guilding ◽  
Jessica Hardisty ◽  
Elsa Randles ◽  
Louise Statham ◽  
Alan Green ◽  
...  
Keyword(s):  
Patient Safety ◽  
Mixed Methods ◽  
Medical Students ◽  
Interprofessional Education ◽  
Healthcare Professionals ◽  
Learning Opportunities ◽  
Pharmacy Students ◽  
Contact Theory ◽  
Infection Management ◽  
Workshop Evaluation

Abstract Background: Arguably, Medical School curricula are deficient in learning opportunities related to the safe and effective use of medicines, in particular antimicrobials. Infection management is complex and multidisciplinary, and undergraduate learning opportunities should therefore reflect these principles. Aligned to the complexity of the subject matter, simulation and interprofessional based teaching are methods that can foster the collaborative skills required of future healthcare professionals. There have been calls to develop these methods in the teaching of safe prescribing and the management of infections; however, reports of such studies are limited. Methods: We developed an interprofessional education (IPE) conference for second year undergraduate medical and pharmacy students based in the North East of England. We considered contact theory in the design of three small-group interprofessional workshops, on the broad themes of antimicrobial stewardship, infection management and patient safety. A mixed methods approach assessed students’ attitudes towards IPE, barriers and facilitators of learning, and perceived learning gains. Qualitative data from workshop evaluation forms were analysed thematically, while quantitative data were analysed descriptively and differences between medical and pharmacy cohorts analysed using unpaired two-tailed t-tests. Results:226/352 students returned the workshop evaluation forms (66% of pharmacy students, 62% of medical students). 281/352 students responded to a series of Likert scale questions on the value of interprofessional working (88% of pharmacy students, 70% of medical students). Students reported acquisition of knowledge and skills, including concepts and procedures related to infection management and antimicrobial prescribing, and the development of problem-solving and critical evaluation skills. Students reflected on their attitude towards interprofessional collaboration. They reported a greater understanding of the roles of other healthcare professionals, reflected on the importance of effective communication in ensuring patient safety, and were more confident to work in interprofessional teams after the conference. Conclusions: A robust IPE event, theoretically underpinned by contact theory and developed collaboratively, achieved interprofessional learning at scale and helped develop healthcare professionals willing to collaborate across disciplines. The resources, and evaluation insights based on the 3P (presage, process, and product) model of learning and teaching, will be of value to other educators who seek to develop theoretically-sound IPE interventions.

scholarly journals Designing and evaluating an interprofessional education conference approach to antimicrobial education

2020 ◽  
Vol 20 (1) ◽  
Author(s):  
Clare Guilding ◽  
Jessica Hardisty ◽  
Elsa Randles ◽  
Louise Statham ◽  
Alan Green ◽  
...  
Keyword(s):  
Patient Safety ◽  
Medical Students ◽  
Interprofessional Education ◽  
Healthcare Professionals ◽  
Critical Evaluation ◽  
Learning Opportunities ◽  
Pharmacy Students ◽  
Contact Theory ◽  
Infection Management ◽  
Workshop Evaluation

Abstract Background Arguably, Medical School curricula are deficient in learning opportunities related to the safe and effective use of medicines, in particular antimicrobials. Infection management is complex and multidisciplinary, and learning opportunities should reflect these principles. Aligned to the complexity of the subject matter, simulation and interprofessional based teaching are methods that can foster the collaborative skills required of future healthcare professionals. There have been calls to develop these methods in the teaching of safe prescribing and the management of infections; however, reports of such studies are limited. Methods We developed an interprofessional education (IPE) conference for second year undergraduate medical and pharmacy students based in the North East of England. We considered contact theory in the design of three small group interprofessional workshops, on the broad themes of antimicrobial stewardship, infection management and patient safety. A mixed methods approach assessed students’ attitudes towards IPE, barriers and facilitators of learning, and perceived learning gains. Qualitative data from workshop evaluation forms were analysed thematically, while quantitative data were analysed descriptively and differences between medical and pharmacy cohorts analysed using unpaired two-tailed t-tests. Results 226/352 students returned the workshop evaluation forms (66% of pharmacy students, 62% of medical students). 281/352 students responded to a series of Likert scale questions on the value of interprofessional education (88% of pharmacy students, 70% of medical students). Students reported acquisition of knowledge and skills, including concepts and procedures related to infection management and antimicrobial prescribing, and the development of problem-solving and critical evaluation skills. Students reflected on their attitude towards interprofessional collaboration. They reported a greater understanding of the roles of other healthcare professionals, reflected on the importance of effective communication in ensuring patient safety, and were more confident to work in interprofessional teams after the conference. Conclusions A robust IPE event, theoretically underpinned by contact theory and developed collaboratively, achieved interprofessional learning at scale and helped develop healthcare professionals willing to collaborate across disciplines. The resources, and evaluation insights based on the 3P (presage, process, and product) model of learning and teaching, will be of value to other educators who seek to develop theoretically-sound IPE interventions.

scholarly journals Using a Resuscitation-Based Simulation Activity to Create an Interprofessional Education Activity for Medical, Nursing, and Pharmacy Students

MedEdPORTAL ◽  
2020 ◽  
Vol 16 (1) ◽  
pp. 11054
Author(s):  
M. Tyson Pillow ◽  
Catherine L. Hatfield ◽  
Rebecca Aulbach ◽  
Rita Dello Stritto ◽  
Peggy Landrum ◽  
...  
Keyword(s):  
Interprofessional Education ◽  
Pharmacy Students ◽  
Education Activity

scholarly journals Designing and evaluating an interprofessional education conference approach to antimicrobial education

2020 ◽  
Author(s):  
Clare Guilding ◽  
Jessica Hardisty ◽  
Elsa Randles ◽  
Louise Statham ◽  
Alan Green ◽  
...  
Keyword(s):  
Patient Safety ◽  
Medical Students ◽  
Interprofessional Education ◽  
Healthcare Professionals ◽  
Critical Evaluation ◽  
Learning Opportunities ◽  
Pharmacy Students ◽  
Contact Theory ◽  
Infection Management ◽  
Workshop Evaluation

Abstract Background Arguably, Medical School curricula are deficient in learning opportunities related to the safe and effective use of medicines, in particular antimicrobials. Infection management is complex and multidisciplinary, and learning opportunities should reflect these principles. Aligned to the complexity of the subject matter, simulation and interprofessional based teaching are methods that can foster the collaborative skills required of future healthcare professionals. There have been calls to develop these methods in the teaching of safe prescribing and the management of infections; however, reports of such studies are limited. Methods We developed an interprofessional education (IPE) conference for second year undergraduate medical and pharmacy students based in the North East of England. We considered contact theory in the design of three small group interprofessional workshops, on the broad themes of antimicrobial stewardship, infection management and patient safety. A mixed methods approach assessed students’ attitudes towards IPE, barriers and facilitators of learning, and perceived learning gains. Qualitative data from workshop evaluation forms were analysed thematically, while quantitative data were analysed descriptively and differences between medical and pharmacy cohorts analysed using unpaired two-tailed t-tests.Results 226/352 students returned the workshop evaluation forms (66% of pharmacy students, 62% of medical students). 281/352 students responded to a series of Likert scale questions on the value of interprofessional education (88% of pharmacy students, 70% of medical students). Students reported acquisition of knowledge and skills, including concepts and procedures related to infection management and antimicrobial prescribing, and the development of problem-solving and critical evaluation skills. Students reflected on their attitude towards interprofessional collaboration. They reported a greater understanding of the roles of other healthcare professionals, reflected on the importance of effective communication in ensuring patient safety, and were more confident to work in interprofessional teams after the conference. Conclusions A robust IPE event, theoretically underpinned by contact theory and developed collaboratively, achieved interprofessional learning at scale and helped develop healthcare professionals willing to collaborate across disciplines. The resources, and evaluation insights based on the 3P (presage, process, and product) model of learning and teaching, will be of value to other educators who seek to develop theoretically-sound IPE interventions.

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