Acceptance of interprofessional learning between medical and pharmacy students in a prescribing skills training workshop: pre-post intervention study

Chua, Siew Siang; Lai, Pauline Siew Mei; Sim, Si Mui; Tan, Choo Hock; Foong, Chan Choong

doi:10.1186/s12909-019-1525-y

Cited by 15 publications

(15 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The research findings and lessons learnt from our experience respond to a gap in existing IPE literature, which, according to a 2016 review of global health care [7], mostly draws on developedworld undergraduate programs and the nursing profession. Further, whilst there have been numerous publications about IPE from Australia [20][21][22][23][24] and Malaysia [25][26][27][28][29], we identified no published investigations of the overlap of professional and geographical systems with regard to perceptions of collaborative care. Further research in this respect is important as the healthcare workforce in many areas is becoming more culturally diverse due, in part, to migration for improved employment opportunities.…”

Section: Introductionmentioning

confidence: 95%

Implementing a collaborative medicine and pharmacy educational activity in two countries

Brock

Kadirvelu

et al. 2020

Medical Education Online

View full text Add to dashboard Cite

Background: To promote better collaboration for patient care, interprofessional education (IPE) is required in many health professions courses. However, successful IPE implementation at scale can be challenging because of complicated logistics and competing priorities. Implementing across multiple geographies adds further complexity. Objective: This paper describes the implementation of a full cohort IPE activity for medical and pharmacy students delivered at both the Australian and Malaysian campuses of Monash University. Design: We designed a 150-minute, blended learning activity centred around asthma care for second-year medical and pharmacy students. Student perceptions were measured with a pre-and post-activity survey using the validated ten-item, three-factor, SPICE-R2 instrument. Analysis focused on differences between professions and countries. Results: All second-year medicine (N = 301 in Australia and N = 107 in Malaysia) and pharmacy students (N = 168 in Australia and N = 117 in Malaysia) participated in the learning activity. A total of 326/693 (47%) students participated in the associated research by completing both the pre-and post-activity surveys. The pre-activity survey showed significant differences in four items between medicine and pharmacy students in Australia and two items in Malaysia. Post-activity, we observed significant changes in 8/10 items when the two professions were combined. Specifically, we noted changes across the countries in perceptions of roles and responsibilities for collaborative practice and patient outcomes from collaborative practice. Conclusions: IPE across different professions and countries is feasible. Positive outcomes in role understanding and perceived patient outcomes are achievable through a contextsensitive, locally driven approach to implementation. Longitudinal experiences may be required to influence perceptions of teamwork and team-based care.

show abstract

Section: Introductionmentioning

confidence: 95%

Implementing a collaborative medicine and pharmacy educational activity in two countries

Brock

Kadirvelu

et al. 2020

Medical Education Online

View full text Add to dashboard Cite

show abstract

“…Moreover, there are few universities in Malaysia that conduct IPE either physically or online [28]. The effectiveness of conducting IPE virtually has not been tested and cannot be compared with existing results regarding the physical implementation of IPE in other countries.…”

Section: Effectiveness Of Conducting Interprofessional Educationmentioning

confidence: 99%

Effectiveness of Conducting Interprofessional Education Virtually among Pharmacy and Medical Students

Paneerselvam¹

2022

IJIET

View full text Add to dashboard Cite

Interprofessional education (IPE) helps fostering collaboration between pharmacy (PH) and medical (MD) students. However, the effectiveness of conducting IPE virtually has not been tested. This study aimed to evaluate the effectiveness of virtual IPE activity among PH and MD students. A pre-post analytical cohort study was conducted among second-year PH and MD students. The students were divided into groups, which consisted of both MD and PH students. The students from the two disciplines had to work on a clinical case and present it creatively. All the sessions were conducted virtually. The students’ team-based competencies were measured before and after the IPE activity using a self-administered Interprofessional Collaboration Competency Attainment (ICCA). Students’ responses were analyzed using a paired t-test in SPSS, version 26. P-value less than 0.05 was considered to show significant changes in the students’ competencies before and after attending the IPE activity. The mean competencies score of the students before the IPE was 97.8±25.2 and improved to 107.9±21.4 after the activity. A paired t-test showed a significant increase in competencies score, p < 0.05. More than half of the students (54.3%) had adequate team-based competencies after the virtual IPE activity. Online learning is not a barrier to cultivating collaboration and knowledge sharing between two disciplines, and virtual IPE was effective in fostering interprofessional experiential learning among students. As there is a lack of sustainable data and qualified faculties to fully address the implementation of IPE programs, this research can act as a guide to support the needs and identify the challenges around such implementation of IPE program in future academic curriculums.

show abstract

“…Organising IPE is challenging in all countries due to the logistical challenges delivering sessions to large numbers of students and competing curricula priorities [83][84][85]. Reports of IPE activities are predominantly from developed countries, with developing countries such as Malaysia incorporating IPE into healthcare education curricula more recently [86][87][88][89]. Brock et al recently reported on the development of an IPE activity for medical and pharmacy students at Monash University, delivered on their Australian and Malaysian campuses [90].…”

Section: Interprofessional Educationmentioning

confidence: 99%

Insights into Delivering Cross-Cultural Medical Education in the UK and Malaysia

et al. 2021

View full text Add to dashboard Cite

Newcastle University UK operates an international campus, NUMed, in Malaysia. NUMed delivers the same medical degree programme as in the UK, within a different cultural context. In this paper, medical education faculty and NUMed graduates with experience working in both the UK and Malaysia provide insights into cross-cultural diversity in approaches to learning. Observations from small and large group teaching and approaches to assessment are discussed in relation to students’ cultural backgrounds including previous learning experiences and English language abilities. We provide practice points for educators preparing a diverse range of students to work in global healthcare settings.

show abstract

Acceptance of interprofessional learning between medical and pharmacy students in a prescribing skills training workshop: pre-post intervention study

Cited by 15 publications

References 31 publications

Implementing a collaborative medicine and pharmacy educational activity in two countries

Implementing a collaborative medicine and pharmacy educational activity in two countries

Effectiveness of Conducting Interprofessional Education Virtually among Pharmacy and Medical Students

Insights into Delivering Cross-Cultural Medical Education in the UK and Malaysia

Contact Info

Product

Resources

About