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Moote R, Kennedy A, Ratcliffe T, Gaspard C, Leach ER, Vives M, Zorek JA. Clinical Interprofessional Education in Inpatient Pharmacy: Findings From a Secondary Analysis of a Scoping Review. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2024; 88:100617. [PMID: 37923143 DOI: 10.1016/j.ajpe.2023.100617] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/09/2023] [Revised: 10/25/2023] [Accepted: 10/26/2023] [Indexed: 11/07/2023]
Abstract
OBJECTIVES Clinical interprofessional education (IPE) is defined as learning that occurs within clinical learning environments such as hospitals, primary care clinics, and long-term care facilities where learners collaborate to deliver care to real patients. The objective of this secondary analysis of a scoping review is to identify, characterize, and summarize evidence from the published literature regarding clinical IPE for pharmacy learners in the inpatient setting. FINDINGS PubMed, CINAHL, and Scopus databases were searched for clinical IPE articles that met the following inclusion criteria: ≥ 2 health professions, ≥ 2 learner groups, and involvement of real patients/patient care. For this secondary analysis, 12 articles involving pharmacy learners in an inpatient setting were included. The most common interprofessional partner was medicine (66%), and the median number of student participants involved in the activity was 19 (range, 10-525). Five studies conducted clinical IPE in the context of advanced pharmacy practice experiences. Clinical IPE activities were described primarily as inpatient rounding with the medical team, but were often outside the normal clinical workflow (66%). Incorporation of Interprofessional Education Collaborative competencies was limited, as was the use of validated IPE assessment tools to measure outcomes. SUMMARY Current literature is limited in reports of pharmacy learner involvement in inpatient clinical IPE. Expansion of pharmacy partnerships and alignment of team outcomes with the Interprofessional Education Collaborative competencies are needed to demonstrate the relationship between clinical IPE and patient care outcomes within established workflows.
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Affiliation(s)
- Rebecca Moote
- University of Texas at Austin, College of Pharmacy, Austin, TX, USA; University of Texas Health Science Center at San Antonio, Office of the Vice President for Academic, Faculty & Student Affairs, Linking Interprofessional Networks for Collaboration, San Antonio, TX, USA.
| | - Angela Kennedy
- University of Texas Health Science Center at San Antonio, Office of the Vice President for Academic, Faculty & Student Affairs, Linking Interprofessional Networks for Collaboration, San Antonio, TX, USA; University of Texas Health Science Center at San Antonio, School of Health Professions, San Antonio, TX, USA
| | - Temple Ratcliffe
- University of Texas Health Science Center at San Antonio, Office of the Vice President for Academic, Faculty & Student Affairs, Linking Interprofessional Networks for Collaboration, San Antonio, TX, USA; University of Texas Health Science Center at San Antonio, Joe R. and Teresa Lozano Long School of Medicine, San Antonio, TX, USA
| | - Christine Gaspard
- University of Texas Health Science Center at San Antonio, Office of the Vice President for Academic, Faculty & Student Affairs, Linking Interprofessional Networks for Collaboration, San Antonio, TX, USA; University of Texas Health Science Center at San Antonio, Dolph Briscoe Jr. Library, San Antonio, TX, USA
| | - Elena Riccio Leach
- University of Texas Health Science Center at San Antonio, Office of the Vice President for Academic, Faculty & Student Affairs, Linking Interprofessional Networks for Collaboration, San Antonio, TX, USA; University of Texas Health Science Center at San Antonio, School of Dentistry, San Antonio, TX, USA
| | - Marta Vives
- University of Texas Health Science Center at San Antonio, Office of the Vice President for Academic, Faculty & Student Affairs, Linking Interprofessional Networks for Collaboration, San Antonio, TX, USA; University of Texas Health Science Center at San Antonio, School of Nursing, San Antonio, TX, USA
| | - Joseph A Zorek
- University of Texas Health Science Center at San Antonio, Office of the Vice President for Academic, Faculty & Student Affairs, Linking Interprofessional Networks for Collaboration, San Antonio, TX, USA; University of Texas Health Science Center at San Antonio, School of Nursing, San Antonio, TX, USA
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Huyen NTT, Tam NM, Wens J, Tsakitzidis G, Van Chi L, Anh LHTQ, Len Len CT, Van Chuong H, Huy NVQ, Valcke M. Comparison of students' readiness from six health education programs for interprofessional learning in Vietnam: a cross-sectional study. BMC MEDICAL EDUCATION 2023; 23:798. [PMID: 37880693 PMCID: PMC10601104 DOI: 10.1186/s12909-023-04776-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/04/2023] [Accepted: 10/16/2023] [Indexed: 10/27/2023]
Abstract
BACKGROUND Interprofessional education (IPE) is expected to help prepare undergraduate health profession students to collaborate with other healthcare professionals in realising quality of care. Studies stress the necessity of students' readiness for interprofessional learning (IPL) in view of designing IPE programs. The present study aims to determine students' IPL-readiness and looks at related differences in students enrolled in different programs and at different phases in their educational program. METHODS A cross-sectional survey study was set up among 1139 students from six health programs at HueUMP, using the Readiness for Interprofessional Learning Scale (RIPLS). Statistical analysis was performed using Kruskal-Wallis H and Mann-Whitney U tests. RESULTS The overall mean RIPLS score was 68.89. RIPLS scores significantly differed between programs and between phases in the educational programs. Medical students presented a lower readiness level for IPL than students from other programs. In contrast to a significant increase in RIPLS scores of students in the clinical phase in Vietnamese traditional medicine, medicine, and pharmacy, a decrease in RIPLS scores was observed in students in the clinical phase in odonto-stomatology. CONCLUSIONS The differences could be related to differences in educational programs and the study phases in a particular program. These results offer insights to direct the design and implementation of IPE in health education curricula and especially underscore the need to provide IPE throughout the curriculum.
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Affiliation(s)
- Nguyen Thi Thanh Huyen
- Family Medicine Centre, Hue University of Medicine and Pharmacy, Hue University, Hue, Vietnam
- Department of Primary and Interdisciplinary Care, Faculty of Medicine and Health Sciences, University of Antwerp, Antwerp, Belgium
| | - Nguyen Minh Tam
- Family Medicine Centre, Hue University of Medicine and Pharmacy, Hue University, Hue, Vietnam.
| | - Johan Wens
- Department of Primary and Interdisciplinary Care, Faculty of Medicine and Health Sciences, University of Antwerp, Antwerp, Belgium
| | - Giannoula Tsakitzidis
- Department of Primary and Interdisciplinary Care, Faculty of Medicine and Health Sciences, University of Antwerp, Antwerp, Belgium
| | - Le Van Chi
- Department of Internal Medicine, Hue University of Medicine and Pharmacy, Hue University, Hue, Vietnam
| | - Le Ho Thi Quynh Anh
- Family Medicine Centre, Hue University of Medicine and Pharmacy, Hue University, Hue, Vietnam
| | - Che Thi Len Len
- Family Medicine Centre, Hue University of Medicine and Pharmacy, Hue University, Hue, Vietnam
| | - Huynh Van Chuong
- The Education Quality Management Agency, Ministry of Education and Training, Hanoi, Vietnam
| | - Nguyen Vu Quoc Huy
- Department of Obstetrics & Gynaecology, Hue University of Medicine and Pharmacy, Hue University, Hue, Vietnam
| | - Martin Valcke
- Department of Educational Studies, Faculty of Psychology and Educational Sciences, Ghent University, Ghent, Belgium
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Bodein I, Forestier M, Le Borgne C, Lefebvre JM, Pinçon C, Garat A, Standaert A, Décaudin B. [Evaluation of simulation-based training program intended to improve interprofessional communication skills of community pharmacy and general medicine students]. ANNALES PHARMACEUTIQUES FRANÇAISES 2023; 81:354-365. [PMID: 35792148 DOI: 10.1016/j.pharma.2022.06.008] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2022] [Revised: 05/30/2022] [Accepted: 06/29/2022] [Indexed: 11/19/2022]
Abstract
OBJECTIVES The objective of this work is to assess the impact of a simulation session on the ability of pharmacy and medicine students in general practice to communicate in the resolution of patient-facing situations. METHODS The evaluation of the impact of the session on the representation of the professions used a questionnaire to be completed before and after the session by the students. The evaluation of the impact of the session on the perception of communication and associated skills was based on an audio recording of the debriefings, which, after transcription and thematic analysis, was used as a preliminary analysis for the drafting of a questionnaire proposed the following year. This questionnaire focused on the issues of interprofessional communication and on the seminar process. RESULTS During the 2018 and 2019 seminars, 518 students attended, 39% were pharmacy students (n=201) and 61% were medical students (n=317). The majority of medical students initially responded that physician-pharmacist communication was confraternal and rare. More pharmacy students felt that the quality of the physician-pharmacist relationship was poor. However, there was a marked improvement for all students on this aspect of communication after the seminar. Both groups also generally agreed that this relationship could be improved. CONCLUSIONS The evaluation shows that an interprofessional simulation program improves the ability of pharmacy and general practice students to communicate in patient-facing situations.
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Affiliation(s)
- I Bodein
- Département de médecine générale, faculté de médecine, university Lille, UFR3S, 59000 Lille, France
| | - M Forestier
- Département de médecine générale, faculté de médecine, university Lille, UFR3S, 59000 Lille, France
| | - C Le Borgne
- Département de médecine générale, faculté de médecine, university Lille, UFR3S, 59000 Lille, France
| | - J-M Lefebvre
- Département de médecine générale, faculté de médecine, university Lille, UFR3S, 59000 Lille, France
| | - C Pinçon
- Département de pharmacie officinale, faculté de pharmacie, university Lille, UFR3S, 59000 Lille, France; ULR2694 (METRICS : évaluation des technologies de santé et des pratiques médicales), university Lille, CHU Lille, 59000 Lille, France
| | - A Garat
- Département de pharmacie officinale, faculté de pharmacie, university Lille, UFR3S, 59000 Lille, France; Institut Pasteur de Lille, ULR 4483 - IMPECS - IMPact de l'environnement chimique sur la santé, university Lille, CHU Lille, 59000 Lille, France
| | - A Standaert
- Département de pharmacie officinale, faculté de pharmacie, university Lille, UFR3S, 59000 Lille, France; Inserm, U1286 - INFINITE - Institute for translational research in inflammation, university Lille, CHU Lille, 59000 Lille, France
| | - B Décaudin
- Département de pharmacie officinale, faculté de pharmacie, university Lille, UFR3S, 59000 Lille, France; ULR 7365 - GRITA - Groupe de recherche sur les formes injectables et les technologies associées, university Lille, CHU Lille, 59000 Lille, France.
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Williams E, Presti CR, Rivera H, Agarwal G. Preparing students for clinical practice: The impact of a TeamSTEPPS® inter professional education session. NURSE EDUCATION TODAY 2020; 86:104321. [PMID: 31896033 DOI: 10.1016/j.nedt.2019.104321] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/17/2019] [Revised: 11/12/2019] [Accepted: 12/18/2019] [Indexed: 06/10/2023]
Affiliation(s)
- Eva Williams
- Michael S. Gordon Center for Research in Medical Education, University of Miami Miller School of Medicine, PO Box 016960 (D-41), Miami, FL 33101, United States of America.
| | - Carmen R Presti
- University of Miami School of Nursing and Health Studies, 5030 Brunson Drive, Suite 405, Coral Gables, FL 33146, United States of America.
| | - Hector Rivera
- Jackson Memorial Hospital, 1611 Northwest 20th Avenue, Central Building 4th Floor, 409, Miami, FL 33136, United States of America.
| | - Gauri Agarwal
- University of Miami Miller School of Medicine, 2500 North Military Trail, Suite 260, Boca Raton, FL 33431, United States of America.
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Role of pharmacists in reducing antibiotic prescribing errors in an emergency department. JOURNAL OF PHARMACY PRACTICE AND RESEARCH 2020. [DOI: 10.1002/jppr.1586] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/09/2023]
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