Peer-led problem-based learning in interprofessional education of health professions students

Abstract

Background: The role of peer teachers in interprofessional education has not been extensively studied. This study is designed to determine if peer-teacher-led problem-based seminars can influence medical and pharmacy students' perceptions of interprofessional education. Methods: Undergraduate medical and pharmacy students participated in one-hour problem-based learning seminars held over the course of 16 weeks. A caseÁcontrol study design was used to compare perceptions of interprofessional education between students who participated in seminars and students who did not participate in seminars. The validated Interdisciplinary Education Perception Scale (IEPS) was used to assess perceptions of interprofessional education and was distributed to medical and pharmacy students at the conclusion of 16 weeks of seminars. A two-tailed t-test was used to determine significance between groups. A survey was also distributed to all students regarding perceived barriers to involvement in interprofessional education training. Results: In total, 97 students responded to IEPS (62 medical, 35 pharmacy). Data showed significantly higher perception of professional cooperation among medical students (p 00.006) and pharmacy students (p 00.02) who attended interprofessional seminars compared to those who did not attend. One hundred and nine students responded to the survey regarding perceived barriers to interprofessional education, with the two most common barriers being: 'I am not aware of interprofessional education opportunities' (61.5%) and 'I do not have time to participate' (52.3%). Conclusion: Based on this data we believe peer-teacher-led problem-based interprofessional seminars can be used to increase medical and pharmacy students' perceived need for professional cooperation. Currently, major barriers to interprofessional education involvement are awareness and time commitment. Undergraduate health professions education can incorporate student-led seminars to improve interprofessional education.

Training students as interprofessional learning facilitators: An exploratory study highlighting the need to build confidence

“…Certainly, in this case, involving students as IPL facilitators, and training them alongside staff, has had a positive impact on the training for all participants. Furthermore, findings presented here support those presented by Lehrer et al (2015) positioning students as core drivers of nurturing and leading a culture of transformational change that embraces interprofessional learning and working.…”

“…The complexity of IPL facilitation highlights the need for appropriate preparation of IPL facilitators and evidence shows that the success of IPL can be undermined by using unskilled, or unprepared, facilitators (Milot, Museux & Careau, 2017;LeGros et al, 2015). However, and important to this initiative, evidence also show that involving students as facilitators can have a uniquely positive impact on the process of fostering a cultural change towards collaborative working (Lehrer et al, 2015). This is a notion also supported by Brewer, Flavell, Trede & Smith (2017) who propose that students have the potential to contribute to the necessary transformation of the workforce, possibly with the vision of joining what Kotter (2014) describes as the "volunteer army" of individuals needed for the transformational change.…”

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

“…Between 2012 and 2015, twelve studies were published highlighting pharmacy students' perceptions toward IPE and collaborative practice based on an IPE intervention. 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] .…”

Interdisciplinary Pain Education: Moving From Discipline-Specific to Collaborative Practice

“…Although interdisciplinary professional education has distinct advantages, such as improved work culture, patient outcomes, and collaboration among providers (Fahey et al, 2008;Head et al, 2014;Lehrer et al, 2015;O'Leary et al, 2011;Reeves et al, 2008;Taplin et al, 2015), verbal feedback and comments from the post-training surveys (nursing) indicated that the knowledge questions and educational materials appeared to be targeted toward physicians and pharmacy providers. Commonalities exist among all provider groups related to pain assessment and management in patients with cancer.…”