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Gehrke-Beck S, Petersen M, Herrmann WJ, Zimmermann N, Daub E, Seeger J, Schulz J, Czimmeck C, Lauterbach N, Peters H, Kloft C, Schulz M, Siebenbrodt I, Behrend R. Development of a project for interprofessional collaboration between medical and pharmacy students to improve medication safety in polypharmacy (PILLE). GMS JOURNAL FOR MEDICAL EDUCATION 2023; 40:Doc3. [PMID: 36923317 PMCID: PMC10010767 DOI: 10.3205/zma001585] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 04/21/2022] [Revised: 08/18/2022] [Accepted: 10/31/2022] [Indexed: 06/18/2023]
Abstract
AIM Interprofessional collaboration is particularly relevant to patient safety in outpatient care with polypharmacy. The educational project "PILLE" is meant to give medical and pharmacy students an understanding of the roles and competencies needed for cooperation in the provision of healthcare and to enable interprofessional learning. METHOD The curriculum is aimed at pharmacy and medical students and was developed in six steps according to the Kern cycle. It is comprised of an interprofessional seminar, a joint practical training in a simulated pharmacy, and a tandem job shadowing at a primary care practice. The project was implemented in three stages due to the pandemic: The interprofessional online seminar based on the ICAP model and the digital inverted classroom was held in the 2020 winter semester; the interprofessional practical training was added in the 2021 summer semester; and the interprofessional tandem job shadowing at a primary care practice in the 2021 winter semester. Attitudes toward interprofessional learning, among other things, was measured in the evaluation using the SPICE-2D questionnaire (Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education). RESULTS In the first three semesters, a total of 105 students (46 pharmacy, 59 medicine) participated in the project, of which 78 participated in the evaluation (74% response rate). The students stated, in particular, that they had learned about the competencies and roles of the other profession and desired additional and more specific preparatory materials for the course sessions. The SPICE-2D questionnaire showed high values for both groups of students already in the pre-survey and these increased further as a result of the project. CONCLUSION Joint case-based learning could be implemented under the conditions imposed by the pandemic. Online teaching is a low-threshold means to enable interprofessional exchange.
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Affiliation(s)
- Sabine Gehrke-Beck
- Charité - Universitätsmedizin Berlin, Charité Campus Mitte, Institut für Allgemeinmedizin, Berlin, Germany
| | - Maike Petersen
- Freie Universität Berlin, Institut für Pharmazie, Berlin, Germany
- ABDA - Bundesvereinigung Deutscher Apothekerverbände e. V., Berlin, Germany
| | - Wolfram J. Herrmann
- Charité - Universitätsmedizin Berlin, Charité Campus Mitte, Institut für Allgemeinmedizin, Berlin, Germany
| | | | - Eva Daub
- Charité - Universitätsmedizin Berlin, Charité Campus Mitte, Institut für Allgemeinmedizin, Berlin, Germany
| | - Johanna Seeger
- Freie Universität Berlin, Institut für Pharmazie, Berlin, Germany
| | - Josefine Schulz
- Freie Universität Berlin, Institut für Pharmazie, Berlin, Germany
| | | | - Noemi Lauterbach
- Freie Universität Berlin, Institut für Pharmazie, Berlin, Germany
| | - Harm Peters
- Charité - Universitätsmedizin Berlin, Dieter Scheffner Fachzentrum für medizinische Hochschullehre und evidenzbasierte Ausbildungsforschung, Berlin, Germany
| | - Charlotte Kloft
- Freie Universität Berlin, Institut für Pharmazie, Berlin, Germany
| | - Martin Schulz
- Freie Universität Berlin, Institut für Pharmazie, Berlin, Germany
- ABDA - Bundesvereinigung Deutscher Apothekerverbände e. V., Berlin, Germany
| | - Ingo Siebenbrodt
- Freie Universität Berlin, Institut für Pharmazie, Berlin, Germany
| | - Ronja Behrend
- Charité - Universitätsmedizin Berlin, Prodekanat für Studium und Lehre, Semesterkoordination Modellstudiengang Medizin, Berlin, Germany
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Retznik L, Haucke E, Schmidt E, Mau W. ["That One Can See How it is Supposed to be." Conception, Piloting and Evaluation of an Interprofessional Rehabilitation-Related Module for the Training Courses in Medicine, Nursing, and Physiotherapy]. DIE REHABILITATION 2023. [PMID: 36649729 DOI: 10.1055/a-1930-5782] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/19/2023]
Abstract
BACKGROUND Considering the growing rehabilitative care requirements, good interprofessional cooperation is of central relevance for health care professions and is increasingly demanded. Interprofessional cooperation does not yet play a significant role in health professions' education, despite the fact that it is considered an important element of success in outcome- and patient-centered health care. The field of rehabilitation lacks interprofessional teaching concepts and material. METHODS An interprofessional team of instructors developed the didactic and thematic concept for the module. The module focuses on rehabilitation and discharge management. The learning objectives were developed based on the National Competency-Based Catalogue of Learning Objectives for Medicine. The formative evaluation was based on a questionnaire filled out by the students and the learning guides. RESULTS 47 participants took part in three runs. The results of the formative evaluation demonstrate that the module was overall well received. The trainees rated the module more favorably than the medical students. While participants emphasized the good practical eye-to-eye interaction between the professions and the honest feedback conversation, they also pointed to the contrast they perceived to their everyday practice. They also wished for more time having verbal interprofessional exchange. The medical students criticized that interprofessional modules were only offered in their final year. CONCLUSION To the author's knowledge, this is the first publication of an interprofessional module on rehabilitation and discharge management including piloting and positive evaluation for the three professional groups of medicine, nursing and physical therapy. Improvement suggestions of the participants led to modifications that will be realized in the next version of the module. The course sets important impulses for the further development of interprofessional cooperation and the teaching of rehabilitation-related skills. The modular package is available to other lecturers in a free online platform for rehabilitation-related teaching materials.
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Affiliation(s)
- Laura Retznik
- Institut für Rehabilitationsmedizin, Martin Luther University Halle Wittenberg, Halle, Germany
| | - Elisa Haucke
- AG Versorgungsforschung/Pflege im Krankenhaus, Martin-Luther-Universitat Halle-Wittenberg, Halle, Germany
| | - Elisabeth Schmidt
- Dorothea-Erxleben-Lernzentrum Halle, Martin-Luther-Universitat Halle-Wittenberg, Halle, Germany
| | - Wilfried Mau
- Institut für Rehabilitationsmedizin, Martin Luther University Halle Wittenberg, Halle, Germany
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Bazargan-Hejazi S, Negrete Manriquez JA, McDermoth-Grimes M, Parra EA, Prothrow-Stith D. Underrepresented in medicine students' perspectives on impactful medical education. BMC MEDICAL EDUCATION 2022; 22:904. [PMID: 36585706 PMCID: PMC9805279 DOI: 10.1186/s12909-022-03983-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/03/2022] [Accepted: 10/13/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Exploring the perceptions of underrepresented in medicine (URiM) students about the medical education curriculum and learning environment could optimize their education outcomes. The current study delineated perceptions of URiM medical students about the unique elements and characteristics of an impactful medical education program that create a positive, supportive learning environment culture. METHODS We conducted in-depth interviews with 15 URiM students between January 2018 and April 2018. Interviewees were recruited from an accredited medical education program in Historically Black Colleges and Universities (HBCUs). The University is also a member of the Hispanic Association of Colleges and Universities in the U.S. The main question that guided the study was, "What do URiM students at a Historically Black Colleges and Universities (HBCU) medical school believe would make a medical education program (MEP) impactful?" We used the grounded theory analytical approach and performed content analysis via qualitative thematic evaluation. RESULTS Of 112 enrolled medical students (MS), 15 verbally consented to participation. We identified four general themes and several subthemes. The themes include 1) Grounding learning in the community; 2) Progressive system-based practice competency; 3) Social justice competency and 4) Trauma-informed medical education delivery. Theme 1 included the following subthemes (a) community engagement, and (b) student-run clinic, mobile clinic, and homeless clinic rotations. Theme 2 includes (a) interprofessional learning and (b) multidisciplinary medicine for cultivating a 'just' healthcare system. Theme 3 includes (a) longitudinal social justice curriculum, (b) advocacy, and (c) health disparity research. Theme 4 had the following subdomains (a) early and ongoing mentoring and (b) provision of supportive policies, services and practices to maximize learning and mental health. CONCLUSION Our learners found that social justice, trauma-informed, community-based curricula are impactful for URiM learners. These findings highlight the need for further research to assess the impact of permeating the championship culture, community cultural wealth, and transformational education in all aspects of the MEP in providing a supporting and positive learning environment for URiM students.
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Affiliation(s)
- Shahrzad Bazargan-Hejazi
- College of Medicine, Charles R. Drew University of Medicine and Science, 1731 E. 120th St, Los Angeles, CA 90059 USA
- David Geffen School of Medicine at UCLA, 10833 Le Conte Ave, Los Angeles, CA 90095 USA
| | - Jose A. Negrete Manriquez
- College of Medicine, Charles R. Drew University of Medicine and Science, 1731 E. 120th St, Los Angeles, CA 90059 USA
- David Geffen School of Medicine at UCLA, 10833 Le Conte Ave, Los Angeles, CA 90095 USA
| | - Monique McDermoth-Grimes
- College of Medicine, Charles R. Drew University of Medicine and Science, 1731 E. 120th St, Los Angeles, CA 90059 USA
- College of Medicine, Howard University, Washington, DC, USA
| | - Elisabeth Alexandra Parra
- College of Medicine, Charles R. Drew University of Medicine and Science, 1731 E. 120th St, Los Angeles, CA 90059 USA
- David Geffen School of Medicine at UCLA, 10833 Le Conte Ave, Los Angeles, CA 90095 USA
| | - Deborah Prothrow-Stith
- College of Medicine, Charles R. Drew University of Medicine and Science, 1731 E. 120th St, Los Angeles, CA 90059 USA
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Hackenberg B, Schlich MN, Gouveris H, Seifen C, Matthias C, Campus G, Wolf TG, Muthuraman M, Deschner J. Medical and Dental Students' Perception of Interdisciplinary Knowledge, Teaching Content, and Interprofessional Status at a German University: A Cross-Sectional Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 20:428. [PMID: 36612750 PMCID: PMC9819460 DOI: 10.3390/ijerph20010428] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/25/2022] [Revised: 12/22/2022] [Accepted: 12/23/2022] [Indexed: 06/17/2023]
Abstract
Although oral health is considered a key indicator of overall health, dentistry is still neglected in medical education at the university level. Interprofessional education (IPE) is an important tool to promote collaboration among health care providers and to reduce barriers to access in health care. In this cross-sectional study, medical and dental students at Mainz University, Germany, were surveyed regarding their perception of interdisciplinary knowledge, teaching content, interprofessional standing, and attitudes toward IPE. Spearman's rank correlation was used to identify associated statements. Structural equation modeling (SEM) was performed to understand how sex, study progress, and prior education might influence student attitudes. In total, 426 medical students and 211 dental students were included in the study. Dental students rated their interdisciplinary knowledge higher than medical students. The relevance of IPE as assessed by the students correlated significantly with their motivation to continue IPE after graduation. Both groups of students valued the other discipline but rejected a combined graduate program. Students with prior professional training valued the synergy of medicine and dentistry more the students without prior training. Interprofessional knowledge and interest in IPE was higher among dental students. Understanding students' attitudes toward IPE is an important prerequisite for adapting university curricula to strengthen students' attitudes and motivation.
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Affiliation(s)
- Berit Hackenberg
- Department of Otorhinolaryngology, Head and Neck Surgery, University Medical Center Mainz, 55131 Mainz, Germany
| | - Maximilian-Niclas Schlich
- Department of Periodontology and Operative Dentistry, University Medical Center of the Johannes Gutenberg-University Mainz, 55131 Mainz, Germany
| | - Haralampos Gouveris
- Department of Otorhinolaryngology, Head and Neck Surgery, University Medical Center Mainz, 55131 Mainz, Germany
| | - Christopher Seifen
- Department of Otorhinolaryngology, Head and Neck Surgery, University Medical Center Mainz, 55131 Mainz, Germany
| | - Christoph Matthias
- Department of Otorhinolaryngology, Head and Neck Surgery, University Medical Center Mainz, 55131 Mainz, Germany
| | - Guglielmo Campus
- Department of Restorative, Preventive and Pediatric Dentistry, School of Dental Medicine, University of Bern, 3010 Bern, Switzerland
- Department of Surgery, Microsurgery and Medicine Sciences, School of Dentistry, University of Sassari, 07100 Sassari, Italy
| | - Thomas Gerhard Wolf
- Department of Restorative, Preventive and Pediatric Dentistry, School of Dental Medicine, University of Bern, 3010 Bern, Switzerland
| | - Muthuraman Muthuraman
- Neural Engineering with Signal Analytics and Artificial Intelligence (NESA-AI), Department of Neurology, University Clinic Würzburg, 97080 Würzburg, Germany
| | - James Deschner
- Department of Periodontology and Operative Dentistry, University Medical Center of the Johannes Gutenberg-University Mainz, 55131 Mainz, Germany
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