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Al Nufaiei ZF, Bukhari AA, Abalkhail NA, Melebari RM, Alluhibi R, Al Zhranei RM, Allhadian F, Turkestani FA, Alsulami M, Alshamrani KM, Abdelrahman EI, Zipp GP. Health Care Clinical Preceptors' Attitudes Towards Interprofessional Education in Saudi Arabia: A Cross-Sectional Study. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2024; 15:343-355. [PMID: 38680247 PMCID: PMC11048282 DOI: 10.2147/amep.s451938] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/08/2023] [Accepted: 04/13/2024] [Indexed: 05/01/2024]
Abstract
Introduction IPE fosters a dynamic learning environment that may promote students' knowledge, abilities, and collaborative approach towards addressing challenging clinical circumstances. While much has been reported in the literature regarding these diverse IPE learning environments, limited information exists regarding clinical preceptors' attitude and perceptions of IPE, especially in Saudi Arabia. Given the impact clinical preceptors have on the formation of healthcare students exploring their perceptions, which may impact their actions is imperative. Methodology The study focused on understanding the attitudes and perceptions of clinical preceptors towards IPE in a healthcare setting in Saudi Arabia. The study was conducted in Saudi Arabia. Data was collected via Email letter of solicitation (LOS) which included a link to the Readiness for Interprofessional Learning Scale (RIPLS) survey. The LOS was sent to all the health care programs in Saudi Arabia. Results The study surveyed 182 clinical preceptors. The findings revealed consistent favorable opinions towards "Teamwork and Collaboration". The majority of preceptors concurred that learning alongside other students would increase students' efficiency on healthcare teams and deepen their comprehension of clinical issues. The "Roles and Responsibilities" category, however, obtained lower ranks in general from the preceptors. Not surprising, differences in rankings were greatest between preceptors who had and did not have IPE exposure, there were significant variations in views toward "Teamwork and Collaboration", "Negative Professional Identity", and "Roles and Responsibilities". Preceptors exposed to IPE showed lower median ratings for "Negative Professional Identity" and "Roles and Responsibilities" and better median scores for "Teamwork and Collaboration". Conclusion The attitudes and perceptions of preceptors who had experienced IPE were more favorable toward IPE and thus may foster it more effectively in the students they work with. Therefore, ensuring that all preceptors are aware of and have experience with IPE is important as we seek to promote person-centered care.
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Affiliation(s)
- Ziyad F Al Nufaiei
- Department of Respiratory Therapy, College of Applied Medical Sciences, King Saud Bin Abdulaziz University for Health Sciences, Jeddah City, Saudi Arabia
- King Abdullah International Medical Research Center, Jeddah City, Saudi Arabia
- Ministry of the National Guard - Health Affairs, Jeddah City, Saudi Arabia
| | - Amr A Bukhari
- Department of Respiratory Therapy, College of Applied Medical Sciences, King Saud Bin Abdulaziz University for Health Sciences, Jeddah City, Saudi Arabia
- King Abdullah International Medical Research Center, Jeddah City, Saudi Arabia
- Ministry of the National Guard - Health Affairs, Jeddah City, Saudi Arabia
| | - Nawaf A Abalkhail
- Department of Respiratory Therapy, College of Applied Medical Sciences, King Saud Bin Abdulaziz University for Health Sciences, Jeddah City, Saudi Arabia
- King Abdullah International Medical Research Center, Jeddah City, Saudi Arabia
- Ministry of the National Guard - Health Affairs, Jeddah City, Saudi Arabia
| | - Raif M Melebari
- Department of Respiratory Therapy, College of Applied Medical Sciences, King Saud Bin Abdulaziz University for Health Sciences, Jeddah City, Saudi Arabia
- King Abdullah International Medical Research Center, Jeddah City, Saudi Arabia
- Ministry of the National Guard - Health Affairs, Jeddah City, Saudi Arabia
| | - Reem Alluhibi
- Department of Respiratory Therapy, College of Applied Medical Sciences, King Saud Bin Abdulaziz University for Health Sciences, Jeddah City, Saudi Arabia
- King Abdullah International Medical Research Center, Jeddah City, Saudi Arabia
- Ministry of the National Guard - Health Affairs, Jeddah City, Saudi Arabia
| | - Raid M Al Zhranei
- Department of Respiratory Therapy, College of Applied Medical Sciences, King Saud Bin Abdulaziz University for Health Sciences, Jeddah City, Saudi Arabia
- King Abdullah International Medical Research Center, Jeddah City, Saudi Arabia
- Ministry of the National Guard - Health Affairs, Jeddah City, Saudi Arabia
| | - Fahad Allhadian
- Department of Respiratory Therapy, College of Applied Medical Sciences, King Saud Bin Abdulaziz University for Health Sciences, Jeddah City, Saudi Arabia
- King Abdullah International Medical Research Center, Jeddah City, Saudi Arabia
- Ministry of the National Guard - Health Affairs, Jeddah City, Saudi Arabia
| | - Faisal A Turkestani
- Department of Respiratory Therapy, College of Applied Medical Sciences, King Saud Bin Abdulaziz University for Health Sciences, Jeddah City, Saudi Arabia
- King Abdullah International Medical Research Center, Jeddah City, Saudi Arabia
- Ministry of the National Guard - Health Affairs, Jeddah City, Saudi Arabia
| | - Maher Alsulami
- King Abdullah International Medical Research Center, Jeddah City, Saudi Arabia
- Ministry of the National Guard - Health Affairs, Jeddah City, Saudi Arabia
- Department of Emergency Medical Services, College of Applied Medical Sciences, King Saud Bin Abdulaziz University for Health Sciences, Jeddah City, Saudi Arabia
| | - Khalid M Alshamrani
- King Abdullah International Medical Research Center, Jeddah City, Saudi Arabia
- Ministry of the National Guard - Health Affairs, Jeddah City, Saudi Arabia
- Department of Radiological Sciences, College of Applied Medical Sciences, King Saud Bin Abdulaziz University for Health Sciences, Jeddah City, Saudi Arabia
| | - Emad I Abdelrahman
- Internal Medicine Department, Albayt Medical General Center, Mecca City, Saudi Arabia
| | - Genevieve P Zipp
- Department of Interprofessional Health Sciences & Health Administration, School of Health and Medical Sciences, Seton Hall University, Nutley, NJ, USA
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Hemenway AN, Olson HR. A Scoping Review of Student Pharmacist Participation on Interprofessional Rounds. Cureus 2024; 16:e58737. [PMID: 38654957 PMCID: PMC11036025 DOI: 10.7759/cureus.58737] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/22/2024] [Indexed: 04/26/2024] Open
Abstract
Interprofessional rounding is a common, yet unrequired, part of the pharmacy experiential curriculum. Little is known about the optimal interprofessional rounding structure for student pharmacists. A scoping review was performed to assess the amount and type of information available regarding student pharmacist participation on interprofessional rounding teams. A comprehensive review of five databases was completed through May 12, 2023. A total of 20 studies met the inclusion criteria. All of the assessments performed were quasi-experimental, and the majority were non-comparative studies that described the type and amount of student interventions. A review of outcomes found that all of the studies could be grouped into two overarching categories: those that assessed the benefits of interprofessional rounding to student pharmacist competencies or satisfaction and those that assessed the benefits of student pharmacists to patient care. The benefits of interprofessional rounding on student pharmacist learning and satisfaction were assessed by qualitative analysis, surveys, and student ability assessments. The benefit of student pharmacist participation in interprofessional rounds to patient care was assessed solely by a review of clinical intervention type and quantity. Thirteen of the studies described the frequency of student pharmacist participation in rounding. Of these studies, eight described daily rounding, and five described non-daily rounding. There are few studies that describe student pharmacist participation on interprofessional rounds and assess the benefits of that participation to either the patient or the student. There is a need for more high-quality studies to determine whether there is an optimal interprofessional rounding schedule.
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Affiliation(s)
- Alice N Hemenway
- Department of Pharmacy Practice, University of Illinois Chicago, Rockford, USA
| | - Heidi R Olson
- Department of Pharmacy Practice, University of Illinois Chicago, Rockford, USA
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Abeyaratne C, Lim A, Krishnan S. A teamwork OSCE station - Encompassing shared decision making between a doctor, pharmacist and patient. CURRENTS IN PHARMACY TEACHING & LEARNING 2024; 16:124-131. [PMID: 38177022 DOI: 10.1016/j.cptl.2023.12.014] [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: 03/29/2023] [Revised: 10/11/2023] [Accepted: 12/18/2023] [Indexed: 01/06/2024]
Abstract
BACKGROUND AND PURPOSE Teamwork with a focus on incorporating interprofessional education (IPE) is a core skill taught in pharmacy curriculum. Including the patient in shared decision making has become a more empathetic and holistic approach to care. Teamwork skills and approaches are usually assessed by peers via group work. EDUCATIONAL ACTIVITY AND SETTING A teamwork Objective Structured Clinical Examination (OSCE) station was implemented in 2022 in two countries, conducted in final year pharmacy students where students had to solve a clinical scenario with a doctor and patient in the room and manage any resistances to therapy recommendations. Students were marked on their collaborative skills and how they articulated clinical evidence to justify their therapy recommendations to reach an optimal goal to suit the team. Perception data from students simulated patients and doctors were also collected. FINDINGS Across both countries (n = 414), the overall mean score was 79.1% (24.0%SD) across six different OSCE cases. Students generally struggled with the concept of engaging in a two-way conversation, and often presented their full recommendations without any breaks to confirm understanding or agreement. Simulated patients appreciated the OSCE showing a patient role in decision making. Simulated doctors valued the OSCE for its assessment of clinical justification in times of disagreement. Overall, 86.2% of students (n = 354) agreed or strongly agreed the station assessed their teamwork skills adequately. SUMMARY A teamwork OSCE station is a valuable assessment for assessing shared decision making skills and more work around prepare students to engage in two-way conversations is needed.
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Affiliation(s)
- Carmen Abeyaratne
- Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, 381 Royal Parade, Parkville, VIC 3052, Australia.
| | - Angelina Lim
- Faculty of Pharmacy and Pharmaceutical Sciences, Monash University, 381 Royal Parade, Parkville, VIC 3052, Australia.
| | - Sunanthiny Krishnan
- NIHR Biomedical Research Unit and Department of Cardiovascular Sciences, University of Leicester, Glenfield Hospital, Groby Road, Leicester LE3 9QP, UK
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Lebret C, Le Daré B, Laval F, Vigneau C, Bacle A. Assessing health literacy in transplant patients to better tailor the content of their therapeutic education: an observational study. Eur J Hosp Pharm 2023:ejhpharm-2022-003553. [PMID: 37142387 DOI: 10.1136/ejhpharm-2022-003553] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2022] [Accepted: 04/18/2023] [Indexed: 05/06/2023] Open
Abstract
OBJECTIVES Evaluate health literacy in transplant patients to better tailor the content of their continuing therapeutic education. METHODS A 20-item questionnaire divided into five themes (sport/recreation, dietary measures, hygiene measures, recognition of the signs of graft rejection and medication management) was sent to transplant patient associations. Participants' responses (a score out of 20 points), were analysed according to demographic characteristics, transplanted organ (kidney, liver or heart), type of donor (living or deceased), participation in a therapeutic patient education (TPE) programme, management of end-stage renal disease (with or without dialysis) and the date of transplant. RESULTS 327 individuals completed the questionnaires (mean age 63.3±12.7 years, mean time post-transplant 13.1±12.1 years). From 2 years after transplantation, the patients' score decreases significantly compared with the score obtained at hospital discharge. Patients who received TPE had significantly higher scores than patients who did not receive it, but only in the first 2 years post-transplant. The scores were different depending on the organs transplanted. Patients' knowledge varied according to the theme; the percentage of errors being higher for questions related to hygienic and dietary rules. CONCLUSION These findings highlight the importance of the role of the clinical pharmacist in maintaining the transplant recipient's health literacy level over time to increase graft life. We show the topics on which pharmacists must acquire solid knowledge to best meet the needs of transplant patients.
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Affiliation(s)
- Clara Lebret
- Centre Hospitalier Universitaire de Rennes, Service Hospitalo-Universitaire de Pharmacie, Rennes, France
| | - Brendan Le Daré
- Centre Hospitalier Universitaire de Rennes, Service Hospitalo-Universitaire de Pharmacie, Rennes, France
- INSERM, INRAE, Institut NuMeCan (Nutrition, Metabolisms and Cancer), Réseau PREVITOX, Université de Rennes 1, Rennes, France, NuMeCan, Rennes, France, France
| | - Florian Laval
- Centre Hospitalier Universitaire de Rennes, Service Hospitalo-Universitaire de Pharmacie, Rennes, France
| | - Cécile Vigneau
- Univ Rennes, CHU Rennes, Inserm, EHESP, Irset (Institut de recherche en santé, environnement et travail), Faculté de Pharmacie, Université de Rennes 1, Laboratoire de Biopharmacie et Pharmacie Clinique, Rennes Cedex, France
| | - Astrid Bacle
- Centre Hospitalier Universitaire de Rennes, Service Hospitalo-Universitaire de Pharmacie, Rennes, France
- Univ Rennes, CHU Rennes, Inserm, EHESP, Irset (Institut de recherche en santé, environnement et travail), Faculté de Pharmacie, Université de Rennes 1, Laboratoire de Biopharmacie et Pharmacie Clinique, Rennes Cedex, France
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Morbitzer KA, Olsen AA, McLaughlin JE. A Mapping Review of Teamwork Training and Assessment in Pharmacy Education. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2021; 85:8356. [PMID: 34283772 PMCID: PMC8006486 DOI: 10.5688/ajpe8356] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/20/2020] [Accepted: 11/26/2020] [Indexed: 05/22/2023]
Abstract
Objective. To explore how teamwork is taught (ie, skills and format), measured, and assessed within pharmacy education.Methods. A mapping review was conducted to provide a selection of articles to specifically capture how teamwork is taught, measured, and assessed within pharmacy education.Results. Of the 114 references retrieved, 18 studies from 17 schools or colleges of pharmacy met the inclusion criteria for review and data abstraction. Ten of the studies (56%) described how teamwork training was integrated into courses while the other eight studies described workshops, clinical rotations, modules, interprofessional simulations, long-term projects, and retreats on teamwork. Learning activities involving patient cases were the most common teaching method described (n=12, 67%). For the teamwork principles taught, all articles included leadership training or evaluating leadership skills in their program. To assess teamwork, 17 (94%) of the programs used students' self-reported measures of skills and behaviors, attitudes, and/or knowledge. Fourteen studies (78%) demonstrated improvements in students' attitude-related outcomes, 13 (72%) studies demonstrated improvements in skills-related outcomes, and six studies (33%) described improvements in knowledge related outcomes.Conclusion. Teamwork is regarded as an integral component of being an effective health care professional. While teamwork is common in pharmacy curricula, few studies describe strategies for teaching effective teamwork strategies to pharmacy students. The articles reviewed revealed a wide range of approaches to teaching, measuring, and assessing teamwork skills within pharmacy education. This review highlights an opportunity to further explore and identify the teamwork skills that are requisite for success in pharmacy practice, which could then be supported by standardized teamwork training programs and assessments.
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Affiliation(s)
- Kathryn A Morbitzer
- University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
| | - Amanda A Olsen
- University of Texas at Arlington, College of Education, Arlington, Texas
| | - Jacqueline E McLaughlin
- University of North Carolina at Chapel Hill, UNC Eshelman School of Pharmacy, Chapel Hill, North Carolina
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Nwaesei AS, Jacob BC, Peasah SK, Perkins JJ, Hogan M. A Structured Approach to Intentional Interprofessional Experiential Education at a Non-Academic Community Hospital. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:7365. [PMID: 31871358 PMCID: PMC6920644 DOI: 10.5688/ajpe7365] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/02/2018] [Accepted: 02/04/2019] [Indexed: 06/10/2023]
Abstract
Objective. To develop and implement a multimodal structured approach to intentional interprofessional experiential education at a non-academic community hospital, and to evaluate students' perceptions of the program. Methods. A multimodal structured approach to intentional interprofessional experiential education was designed that consisted of medical and pharmacy students participating together in daily pre-rounds, daily teaching rounds, and once or twice weekly lunch-and-learn sessions at a non-academic community hospital. Pre- and post-experience surveys were administered to assess students' perceptions of physician and pharmacist collaboration in interprofessional education (IPE). The survey instrument included the Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education, Version 2 (SPICE-2) survey. Results. Thirty-nine students, including 18 fourth-year student pharmacists from Mercer University College of Pharmacy and 21 third-year medical students from three medical schools in the Caribbean, provided informed consent and were enrolled in the eight-month study. Students' perceptions of items related to the Interprofessional Education Collaborative (IPEC) competencies, including values/ethics for interprofessional practice, roles/responsibilities, and teams and teamwork, significantly improved from the pre- to the post-experience survey. Conclusion. A multimodal structured approach to intentional interprofessional experiential education had positive effects on students' perceptions of interprofessional clinical education targeting key components of the (IPEC) competencies. This approach may be a useful tool for implementing intentional IPE in the experiential setting.
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Curley LE, Jensen M, McNabb C, Ram S, Torrie J, Jowsey T, McDonald M. Pharmacy Students' Perspectives on Interprofessional Learning in a Simulated Patient Care Ward Environment. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2019; 83:6848. [PMID: 31507282 PMCID: PMC6718511 DOI: 10.5688/ajpe6848] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/13/2017] [Accepted: 02/15/2018] [Indexed: 05/22/2023]
Abstract
Objective. To assess pharmacy students' opinions of an interprofessional learning (IPL) course in their final year of the Bachelor of Pharmacy program at The University of Auckland. Methods. Pharmacy students participated in the second day of a two-day simulation-based course, WardSim, alongside medical and nursing students in an acute care, hospital ward setting. After finishing the course, all students were asked to complete a questionnaire. The responses of pharmacy, nursing, and medical students on the scaled questions were compared. An in-depth thematic analysis of the pharmacy students' responses to the open-ended questions was completed using an iterative process. Results. Significant differences were found among the students' responses regarding the prioritization of care, systematic assessment of patients, and communication strategies. Pharmacy students had less favourable responses regarding the IPL experience than medical and nursing students. However, overall responses were positive. Some of the themes that emerged among the pharmacy students' responses included: learning communication tools, being assertive in communicating with other health care professionals, and understanding their own and others' roles in the health care team. Furthermore, some pharmacy students reported feeling underprepared for and underutilized during patient care scenarios. Conclusion. An IPL experience in an acute patient care setting demonstrated clear and beneficial learning outcomes for pharmacy students, especially in regards to communicating and understanding their roles and those of others on their team. Tailoring the pre-work or scenarios for the IPL experience to be more pharmacy orientated and having pharmacy students participate on both days may improve the preparedness for IPL.
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Affiliation(s)
- Louise E. Curley
- School of Pharmacy, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand
| | - Maree Jensen
- School of Pharmacy, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand
| | - Carolyn McNabb
- School of Pharmacy, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand
| | - Sanya Ram
- School of Pharmacy, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand
| | - Jane Torrie
- Department of Anaesthesiology, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand
| | - Tanisha Jowsey
- Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand
| | - Maureen McDonald
- School of Pharmacy, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand
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El-Awaisi A, Joseph S, El Hajj MS, Diack L. A comprehensive systematic review of pharmacy perspectives on interprofessional education and collaborative practice. Res Social Adm Pharm 2018; 14:863-882. [DOI: 10.1016/j.sapharm.2017.11.001] [Citation(s) in RCA: 21] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2017] [Revised: 10/25/2017] [Accepted: 11/01/2017] [Indexed: 10/18/2022]
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Sin JH, Li H, Jandovitz N, King M, Tsapepas DS. Dynamic Interplay of Pharmacy Learners During a Solid Organ Transplantation Learning Experience. J Pharm Pract 2017. [DOI: 10.1177/0897190017715392] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Institutions with established clinical pharmacy services have the ability to offer focused patient care learning experiences, often led by a clinical specialist, for pharmacy residents and pharmacy students. Since all parties are continually involved in professional development and lifelong learning, the aforementioned groups can all be considered “pharmacy learners.” By utilizing the dynamic interplay and collaboration between pharmacy learners through direct and nondirect patient care activities, experiential and educational opportunities may be improved and enhanced for each learner. A tiered learning approach engages individuals in areas such as direct patient care, patient education, presentations, research projects, career development, and the feedback process. We describe our experience during a solid organ transplantation learning experience using a layered learning practice model that included a clinical pharmacy specialist, a postgraduate year 2 specialty pharmacy resident, a postgraduate year 1 pharmacy resident, and a pharmacy student.
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Affiliation(s)
- Jonathan H. Sin
- Department of Pharmacy, Massachusetts General Hospital, Boston, MA, USA
| | - Hanlin Li
- Department of Pharmacy, NewYork–Presbyterian Hospital, Columbia University Medical Center, New York, NY, USA
| | - Nicholas Jandovitz
- Department of Pharmacy, NewYork–Presbyterian Hospital, Columbia University Medical Center, New York, NY, USA
| | - Madeline King
- Department of Pharmacy Practice and Pharmacy Administration, Philadelphia College of Pharmacy, University of the Sciences, Philadelphia, PA, USA
| | - Demetra S. Tsapepas
- Department of Pharmacy, NewYork–Presbyterian Hospital, Columbia University Medical Center, New York, NY, USA
- Division of Abdominal Transplantation, Department of Surgery, College of Physicians and Surgeons, Columbia University, New York, NY, USA
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Umland EM, Valenzano J, Brown C, Giordano C. An evaluation of the opportunities for collaborative practice occurring in and the impact of interprofessional education on advanced pharmacy practice experiences. CURRENTS IN PHARMACY TEACHING & LEARNING 2017; 9:491-497. [PMID: 29233290 DOI: 10.1016/j.cptl.2017.01.004] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/03/2016] [Revised: 09/23/2016] [Accepted: 01/28/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND To evaluate the impact of interprofessional (IP) education (IPE) programs during the first three years of a four-year doctor of pharmacy program on student preparedness and ability to function as a collaborative team member and to garner student feedback on collaboration experienced during the Advanced Pharmacy Practice Experiences (APPEs). INTERPROFESSIONAL EDUCATION ACTIVITY Likert scale based statements and open-ended questions were added to the student course evaluations for the APPEs for two graduating classes of students. Quantitative data were analyzed using SPSS (repeated measures ANOVA and MANOVA). Thematic analysis by three reviewers reaching consensus was used to evaluate the qualitative data. Students reported being well prepared for IP collaboration (average ratings ranged from a mean of 3.37-3.46 on a scale of 1-4; 1=not at all prepared and 4=very well prepared). On average, students spent 26-50% of their time working with colleagues from other healthcare professions. In describing their preparedness for IP collaboration, the IP core competency of teams/teamwork was addressed in 50% of the submitted responses. The competencies of values/ethics, roles/responsibilities and IP communication were addressed by 2%, 20% and 28% of the written responses, respectively. DISCUSSION Required longitudinal IP programs in the first three years of the pharmacy curriculum contribute to the students' perceived preparedness for collaborative practice during their APPEs. Developing practice sites to increase the opportunities for students to practice collaboratively is key. Further education of and emphasis by preceptors relative to the IPE competencies is desired.
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Affiliation(s)
- Elena M Umland
- Associate Dean for Academic Affairs and Professor of Pharmacy, Jefferson College of Pharmacy, Thomas Jefferson University, Philadelphia, PA 19107, United States.
| | - Jonathan Valenzano
- Global Medical Affairs Postdoctoral Fellow, Sanofi Genzyme, Cambridge, Graduate Class of 2016, Jefferson College of Pharmacy, MA 02142, United Kingdom.
| | - Caitlin Brown
- PGY2 Critical Care Pharmacy Resident, Maine Medical Center, USA, Portland, Graduate, Class of 2015, Jefferson College of Pharmacy, ME 04102, United States.
| | - Carolyn Giordano
- Director of Institutional Research, Thomas Jefferson University,1112, Philadelphia, PA 19017, United States.
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Grover AB, Lim A, Hadley DE. Interprofessional education and the new educator: Getting started with planning and implementation. Am J Health Syst Pharm 2017; 73:950-5. [PMID: 27325877 DOI: 10.2146/ajhp150322] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022] Open
Affiliation(s)
- Anisha B Grover
- Philadelphia College of PharmacyUniversity of the SciencesPhiladelphia,
| | - Alice Lim
- Philadelphia College of PharmacyUniversity of the SciencesPhiladelphia, PA
| | - Diane E Hadley
- Philadelphia College of PharmacyUniversity of the SciencesPhiladelphia, PA
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Kahaleh AA, Danielson J, Franson KL, Nuffer WA, Umland EM. An Interprofessional Education Panel on Development, Implementation, and Assessment Strategies. AMERICAN JOURNAL OF PHARMACEUTICAL EDUCATION 2015; 79:78. [PMID: 26430265 PMCID: PMC4584370 DOI: 10.5688/ajpe79678] [Citation(s) in RCA: 16] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/17/2014] [Accepted: 01/16/2015] [Indexed: 05/08/2023]
Abstract
This report provides a primer for implementing interprofessional education (IPE) within pharmacy and health sciences curricula. In 2013, a panel of administrators and faculty members, whose institutions offered IPE, funded by the Josiah Macy Jr. Foundation, shared best collaborative practice models at the American Association of Colleges of Pharmacy (AACP) Annual Meeting. These presenters subsequently collaborated to write a primer as guidance for other institutions interested in successfully implementing and continuously enhancing the quality of IPE programs. In this article, these IPE faculty members provide a rationale for creating IPE reforms, discuss successful strategies for innovative IPE programs, and share lessons learned for implementing effective assessment tools. A structure and process for determining outcomes of IPE models are presented and strategies for exploring shared education opportunities across health professions and for integrating top-down and bottom-up methods for IPE programs are given.
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Affiliation(s)
- Abby A. Kahaleh
- Roosevelt University College of Pharmacy, Schaumburg, Illinois
| | | | - Kari L. Franson
- University of Colorado Skaggs School of Pharmacy and Pharmaceutical Sciences, Aurora, Colorado
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Value of solid organ transplant-trained pharmacists in transplant infectious diseases. Curr Infect Dis Rep 2015; 17:475. [PMID: 25870143 DOI: 10.1007/s11908-015-0475-8] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/20/2022]
Abstract
Advances in organ transplantation have led to improved graft and patient survival. Transplant pharmacist's education and training uniquely position them to contribute knowledge and skills to the management of these highly complex patients. In 2004, the United Network for Organ Sharing bylaws added requirements that all transplant programs identify one or more pharmacists with experience in transplant pharmacotherapy to be responsible for providing pharmaceutical care to solid organ transplant recipients. These bylaws also delineated the transplant pharmacist's roles and responsibilities. To further support these efforts, in 2007 the Centers for Medicare and Medicaid Services accreditation standards for transplant centers also mandated that a center have a designated, qualified expert in transplant pharmacology as a multidisciplinary team member. The transplant pharmacist is a consistent member of the transplant team that can add value to the multidisciplinary approach of prevention and treatment of transplant infectious diseases through all phases of transplant care.
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