Medical students as agents of change: a qualitative exploratory study

Burnett, Emma; Davey, Peter; Gray, Nicola; Tully, Vicki; Breckenridge, Jenna

doi:10.1136/bmjoq-2018-000420

Cited by 13 publications

(11 citation statements)

References 19 publications

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“…Although the research in change management was not new, the existing work focused on how to build a change agent in the industry 9 , business 10 & 11 , and healthcare 12 . Additional studies also added the role of medical students as change agents 13 . However, this study expanded the way we characterize the change agent by including the academic medical faculty's points of view by re ecting on their real-world experience and engagement.…”

Section: Discussionmentioning

confidence: 99%

“…Additionally, answering these questions helps the individual to have insight into what it takes to change the world and how he can change a social complex system by forcing the participants to self-re ect, as it raises questions and does not give answers 14 .Although the research in change management was not new, the existing work focused on how to build a change agent in the industry 9 , business 10 & 11 , and healthcare 12 . Additional studies also added the role of medical students as change agents 13 . However, this study expanded the way we characterize the change agent by including the academic medical faculty's points of view by re ecting on their real-world experience and engagement.…”

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confidence: 99%

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Faculty as a Change Agent: Lessons Learned from a Change Management Game Virtual Workshop: A Qualitative Study

Wasfy

Kamal

Fouad

et al. 2022

Preprint

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Background The dramatic change in the learning environment, in the universities, had forced academic medical faculty to play several roles and rapidly adapt and lead this change. Thus, this study aimed to identify the critical success factors that may help academic medical faculty to be a change agent as well as explore effective ways to manage such a change. Methods This work utilized a deductive qualitative grounded theory approach aiming to identify the factors and effective ways to manage change. A convenient non-probability sample of thirty faculty members participated in a change management game virtual workshop using the jigsaw technique and change management game. This game has 34 cards with Change Management questions. The research team revised and modified the change management game questions. After revision and modification, the game consisted of four groups of questions, each group included 6–9 questions with a total of 28 questions Results The findings were organized under four themes: Individual, Environmental, System/organizational, and Network/interactions-related factors that help the academic medical faculty to be change agents. The participants agreed that a change agent should have transformational leadership attributes, be a role model and a good communicator having strong social connections. Additionally, participants described the change-resistant environment as a major obstacle to change. The presence of skeptics and the inability to find the required supportive team were indicated as important network-related barriers while the significant role play in this team is the innovators. Finally, the destination to make people agree to change is developing and communicating a shared vision and change culture. Conclusions The current study added to the body of knowledge the academic medical faculty view of a successful change agent. This study was able to evidence that despite the challenges the faculty are always facing, every faculty can be a change agent in his position and different situations. Therefore, Training, supporting, developing, and rewarding the academic faculty to ensure that the next generation of change agents will be equipped to be proactive on the frontlines of any change will be outlined.

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Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Faculty as a Change Agent: Lessons Learned from a Change Management Game Virtual Workshop: A Qualitative Study

Wasfy

Kamal

Fouad

et al. 2022

Preprint

View full text Add to dashboard Cite

show abstract

“…As evidenced by Prescriber 16, simply informing prescribers of the value of adding RFU to medications has the potential to encourage its routine addition on medication labels. Interprofessional training, such as through the use of pharmacy students and pharmacists to teach medical trainees the value of adding RFU to prescriptions may encourage this habit from the onset of prescribers' careers [26][27][28].…”

Section: Discussionmentioning

confidence: 99%

Prescribers’ perspectives on including reason for use information on prescriptions and medication labels: a qualitative thematic analysis

Whaley

Bancsi

et al. 2021

BMC Health Serv Res

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Background The indication for prescribing a particular medication, or its reason for use (RFU) is a crucial piece of information for all those involved in the circle of care. Research has shown that sharing RFU information with physicians, pharmacists and patients improves patient safety and patient adherence, however RFU is rarely added on prescriptions by prescribers or on medication labels for patients to reference. Methods Qualitative interviews were conducted with 20 prescribers in Southern Ontario, Canada, to learn prescribers’ current attitudes on the addition of RFU on prescriptions and medication labels. A trained interviewer used a semi-structured interview guide for each interview. The interviews explored how the sharing of RFU information would impact prescribers’ workflows and practices. Interviews were recorded, transcribed and thematically coded. Results The analysis yielded four main themes: Current Practice, Future Practice, Changing Culture, and Collaboration. Most of the prescribers interviewed do not currently add RFU to prescriptions. Prescribers were open to sharing RFU with colleagues via a regional database but wanted the ability to provide context for the prescribed medication within the system. Many prescribers were wary of the impact of adding RFU on their workflow but felt it could save time by avoiding clarifying questions from pharmacists. Increased interprofessional collaboration, increased patient understanding of prescribed medications, avoiding guesswork when determining indications and decreased misinterpretation regarding RFU were cited by most prescribers as benefits to including RFU information. Conclusions Prescribers were generally open to sharing RFU and clearly identified the benefits to pharmacists and patients if added. Critically, they also identified benefits to their own practices. These results can be used to guide the implementation of future initiatives to promote the sharing of RFU in healthcare teams.

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“… 30 It has also been shown to be the case in other professions where introducing QI learning has been shown to develop skills, understanding and to foster a positive attitude which has the ability to influence clinical practice. 31–33 …”

Section: Discussionmentioning

confidence: 99%

Engaging community pharmacists in quality improvement (QI): a qualitative case study of a partnership between a Higher Education Institute and Local Pharmaceutical Committees

et al. 2021

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BackgroundQuality improvement (QI) involves the use of systematic tools and methods to improve the quality of care and outcomes for patients. However, awareness and application of QI among healthcare professionals is poor and new strategies are needed to engage them in this area.ObjectivesThis study describes an innovative collaboration between one Higher Educational Institute (HEI) and Local Pharmaceutical Committees (LPCs) to develop a postgraduate QI module aimed to upskill community pharmacists in QI methods. The study explores pharmacist engagement with the learning and investigates the impact on their practice.MethodsDetails of the HEI–LPCs collaboration and communication with pharmacist were recorded. Focus groups were held with community pharmacists who enrolled onto the module to explore their motivation for undertaking the learning, how their knowledge of QI had changed and how they applied this learning in practice. A constructivist qualitative methodology was used to analyse the data.ResultsThe study found that a HEI–LPC partnership was feasible in developing and delivering the QI module. Fifteen pharmacists enrolled and following its completion, eight took part in one of two focus groups. Pharmacists reported a desire to extend and acquire new skills. The HEI–LPC partnership signalled a vote of confidence that gave pharmacists reassurance to sign up for the training. Some found returning to academia challenging and reported a lack of time and organisational support. Despite this, pharmacists demonstrated an enhanced understanding of QI, were more analytical in their day-to-day problem-solving and viewed the learning as having a positive impact on their team’s organisational culture with potential to improve service quality for patients.ConclusionsWith the increased adoption of new pharmacist’s roles and recent changes to governance associated with the COVID-19 pandemic, a HEI–LPC collaborative approach could upskill pharmacists and help them acquire skills to accommodate new working practices.

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Medical students as agents of change: a qualitative exploratory study

Cited by 13 publications

References 19 publications

Faculty as a Change Agent: Lessons Learned from a Change Management Game Virtual Workshop: A Qualitative Study

Faculty as a Change Agent: Lessons Learned from a Change Management Game Virtual Workshop: A Qualitative Study

Prescribers’ perspectives on including reason for use information on prescriptions and medication labels: a qualitative thematic analysis

Engaging community pharmacists in quality improvement (QI): a qualitative case study of a partnership between a Higher Education Institute and Local Pharmaceutical Committees

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