Exploring first-year pharmacy and medical students’ experiences during a longitudinal interprofessional education program

Rotz, Melissa E.; Dueñas, Gladys G.; Grover, Anisha B.; Headly, Anna; Parvanta, Claudia

doi:10.1016/j.cptl.2014.12.002

Cited by 22 publications

(16 citation statements)

References 14 publications

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“…(El Hajj, Hammad, & Afifi, 2014). The same could be for IPE hence educators should inform students that on entering the practice they may need to be 'agents of change' to promote and advance collaborative working (Rotz, Dueñas, Grover, Headly, & Parvanta, 2015).…”

Section: Discussionmentioning

confidence: 99%

Perspectives of pharmacy students in Qatar toward interprofessional education and collaborative practice: a mixed methods study

El-Awaisi

Hajj

Joseph

et al. 2018

Journal of Interprofessional Care

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In an IPE environment, students are expected to have better understanding of the roles, responsibilities, and contribution of other health care professions to enhance interprofessional working and collaboration with an end result of improving patient-centred and team-based care. Although many studies have investigated students' attitudes, very few employ a mixed methods design and hardly are from Middle Eastern countries. A two-staged sequential explanatory mixed method design was used to comprehensively capture the perspectives of pharmacy students toward IPE and collaborative practice. A quantitative survey was conducted as the first stage of the study, followed by an in-depth discussion of these perspectives through a qualitative phase by conducting two focus groups. For the quantitative surveys, the overall response rate was 102/132 (77%) for pharmacy students in Qatar. This was followed by two focus groups with a total of 27 participants from senior and junior students. In exploring the qualitative data, three main themes were identified in relation to the pharmacy students' perspectives. These were on the pharmacy students' perception on the enablers (professional related benefits, patient-related benefits and current positive influences), barriers (previous IPE experiences, educational related issues and current working practices and processes), and recommendations to implementing IPE and collaborative practice (future IPE and pharmacy profession). Overall, the results demonstrate a strong readiness and positive perception by pharmacy students toward IPE and collaborative practice. This study has highlighted different dimensions in pharmacy students' perceptions. It also provided a useful insight into the readiness of pharmacy students in a Middle Eastern university. Students are seeking more IPE experiences formally incorporated into their curriculum and hence educators should capitalise on these positive and enthusiastic attitudes to identify the most effective means for delivering IPE and inform curricula planning. Collaborative practice-ready graduates will produce better-educated professionals delivering higher quality care.

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Section: Discussionmentioning

confidence: 99%

Perspectives of pharmacy students in Qatar toward interprofessional education and collaborative practice: a mixed methods study

El-Awaisi

Hajj

Joseph

et al. 2018

Journal of Interprofessional Care

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“…For the included articles focusing on students, the IPE sessions varied in their duration from ad hoc sessions (lasting between one and four hours) in the form of simulation 38,39 or interactive case based discussion 40 ; or 2 IPE case based sessions over a month 41,42 , to IPE activities spread over the semester [43][44][45] or in one study over two years 46 . Other studies was based on an IPE experiential learning experience [47][48][49] . The number of professions involved in these initiatives varied from two to six professions with the majority (more than 80%) having medical students in the IPE activity.…”

Section: Studies With Ipe Interventionmentioning

confidence: 99%

A comprehensive systematic review of pharmacy perspectives on interprofessional education and collaborative practice

El-Awaisi

Joseph

Hajj

et al. 2018

Research in Social and Administrative Pharmacy

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“…In healthcare, this is considered to be fundamentally important in reducing the number of medical errors and improving patient safety [29,30]. While care provided by interprofessional teams may be of superior quality to that provided by a single profession [31][32][33], challenges may arise where conflicting ideas are present due to differing professional values and beliefs [34,35]. In this study, most students acknowledged the benefits of working with a student from another health discipline, but some teams found communicating their thought processes to one another was challenging due to barriers in knowledge and confidence.…”

Section: Discussionmentioning

confidence: 99%

“…Medical students who completed the simulation alone and in pairs exhibited increased positive attitudes towards teamwork following the study, while pharmacy students did not. Increased positive attitudes towards teamwork following simulation are not only aided by an appreciation for other professions, but also by an enhanced perception of individual professional identity within a team [36,37], and by the realization that the limitations of any profession, at times, necessitate assistance from others [33]. Hence, such realizations may have been more profound for medical students during the VP, as considerable evidence suggests they typically have a more individualistic approach to patient care and responsibility than other allied professions [38].…”

Section: Discussionmentioning

confidence: 99%

Designing and Evaluating a Virtual Patient Simulation—The Journey from Uniprofessional to Interprofessional Learning

et al. 2019

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“Ready to Practice?”(R2P) is a virtual patient simulation designed for undergraduate medical and pharmacy students. After initial prototyping, R2P developed into a screen-based virtual patient (VP) simulation with an intuitive interface using photorealistic images of people and places with speech bubbles and decision menus. We describe the design of the VP, findings from student experiences with the software, and the potential of VPs for interprofessional learning. We used a mixed methods study to assess students’ perceptions of the VP as a learning tool. Qualitative data were gathered using semi-structured interviews and observations, and quantitative data through the Readiness for Interprofessional Learning Scale (RIPLS) and an evaluation questionnaire. Overall, participants showed significantly improved RIPLS scores after participation in the simulation (78.78 to 82.25, p < 0.0001), including in the Positive Professional Identify domain (p < 0.001). Students also showed significant improvement in RIPLS scores in the Teamwork and Collaboration domain when pharmacy and medical students were working together in interprofessional pairs (40.75 to 43.00, p < 0.006) but not when working alone (n.s.). Five themes emerged from interviews where participants identified specific interprofessional insights into each other’s roles and skills. Students found the VP engaging and valuable for their learning and their understanding of teamwork.

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Exploring first-year pharmacy and medical students’ experiences during a longitudinal interprofessional education program

Cited by 22 publications

References 14 publications

Perspectives of pharmacy students in Qatar toward interprofessional education and collaborative practice: a mixed methods study

Perspectives of pharmacy students in Qatar toward interprofessional education and collaborative practice: a mixed methods study

A comprehensive systematic review of pharmacy perspectives on interprofessional education and collaborative practice

Designing and Evaluating a Virtual Patient Simulation—The Journey from Uniprofessional to Interprofessional Learning

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