Evaluating an undergraduate interprofessional education session for medical and pharmacy undergraduates on therapeutics and prescribing: the medical student perspective

Shelvey, Bethany M; Coulman, Sion; John, David

doi:10.2147/amep.s116618

Cited by 17 publications

(39 citation statements)

References 35 publications

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“…Long lectures and little interaction in traditional pharmacy education often leave students less attentive and engage with low retention. 6,7 However, there are various methods a student can engage in which will allow them to learn information at Maine, illustrated the percentage of learner recall that was associated with various approaches. 8,9 The lecture, reading, audiovisual and demonstration are passive learning methods.…”

Section: Introductionmentioning

confidence: 99%

Using a Novel Student-centered Teaching Method to Improve Pharmacy Student Learning

Meng

Yang

Sun

et al. 2019

American Journal of Pharmaceutical Education

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Objective. To improve students' learning and develop learning skills in pharmacy education. Methods.A novel teaching method STQD, composed of Self-study, Test, Question and Discussion sessions, uses self-, peer-, co-learning, active learning, inductive teaching, and formative assessment to promote student-centered teaching in pharmacy education. The intervention has been carried out within courses focusing on instrumental analysis and analytical chemistry. In a four-year study, qualitative and quantitative approaches were employed to evaluate the effectiveness of the novel teaching method in facilitating students' learning. Conclusion. The use of STQD in an integrated basic science curriculum has the potential to develop students' learning skills and improve students' learning in pharmacy education.

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Section: Introductionmentioning

confidence: 99%

Using a Novel Student-centered Teaching Method to Improve Pharmacy Student Learning

Meng

Yang

Sun

et al. 2019

American Journal of Pharmaceutical Education

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“…The evaluation only assessed students' attitudes at the time of the conference. A follow up evaluation, after they had entered the clinical years, would have enabled us to assess any impact of the conference on changes in attitude and behaviour in practice, but was beyond the scope of this study [41,55].…”

Section: Limitationsmentioning

confidence: 99%

Designing and evaluating an interprofessional education conference approach to antimicrobial education

et al. 2020

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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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Section: Limitationsmentioning

confidence: 99%

Designing and evaluating an interprofessional education conference approach to antimicrobial education

Guilding

Hardisty

Randles

et al. 2020

Preprint

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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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Evaluating an undergraduate interprofessional education session for medical and pharmacy undergraduates on therapeutics and prescribing: the medical student perspective

Cited by 17 publications

References 35 publications

Using a Novel Student-centered Teaching Method to Improve Pharmacy Student Learning

Using a Novel Student-centered Teaching Method to Improve Pharmacy Student Learning

Designing and evaluating an interprofessional education conference approach to antimicrobial education

Designing and evaluating an interprofessional education conference approach to antimicrobial education

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