Towards a global partnership model in interprofessional education for cross-sector problem-solving

OBJECTIVES

A partnership model in interprofessional education (IPE) is important in promoting a sense of global citizenship while preparing students for cross-sector problem-solving. However, the literature remains scant in providing useful guidance for the development of an IPE programme co-implemented by external partners. In this pioneering study, we describe the processes of forging global partnerships in co-implementing IPE and evaluate the programme in light of the preliminary data available.

METHODS

This study is generally quantitative. We collected data from a total of 747 health and social care students from four higher education institutions. We utilized a descriptive narrative format and a quantitative design to present our experiences of running IPE with external partners and performed independent t-tests and analysis of variance to examine pretest and posttest mean differences in students' data.

RESULTS

We identified factors in establishing a cross-institutional IPE programme. These factors include complementarity of expertise, mutual benefits, internet connectivity, interactivity of design, and time difference. We found significant pretest-posttest differences in students' readiness for interprofessional learning (teamwork and collaboration, positive professional identity, roles, and responsibilities). We also found a significant decrease in students' social interaction anxiety after the IPE simulation.

CONCLUSIONS

The narrative of our experiences described in this manuscript could be considered by higher education institutions seeking to forge meaningful external partnerships in their effort to establish interprofessional global health education.

Designing an online cultural communication module for pharmacy students across three countries

BACKGROUND AND PURPOSE

Health care professionals are required to interact with increasingly diverse cultural groups and complexity of culture. The purpose of this study was to design and disseminate an online cultural communication module for use by pharmacy students across three countries.

EDUCATIONAL ACTIVITY AND SETTING

Three pharmacy schools from Australia, the United States, and the United Kingdom developed 18 role-play videos demonstrating interactions between pharmacists and patients from diverse cultural groups. Videos were incorporated into an online module and implemented within each school's existing skills laboratory and/or communication curricula in 2019. Students completed a survey and a reflection at the module's end. Open-ended responses were analyzed qualitatively using an inductive approach.

FINDINGS

Ninety-five percent of students (n = 500) across the three schools attempted the module. A total of 89% agreed the videos were useful in helping them understand the language and terms relating to cultural awareness in pharmacy, and 90% agreed the module helped them learn approaches to communicate with culturally diverse people in pharmacy. However, some students found the module lengthy and experienced technical issues with the platform. The majority of students identified awareness of cultural differences, respect for patient, and a person-centered approach as important when communicating with patients.

SUMMARY

There is a growing need for appropriate training models to enhance cross-cultural skills and cultural awareness in health care professional training such as pharmacy. Collaborating internationally to develop a teaching innovation focused on widening understanding of culture and added to the depth of learning.

Medical and pharmacy students' perspectives of remote synchronous interprofessional education sessions

BACKGROUND

Interprofessional education (IPE) at university level is an essential component of undergraduate healthcare curricula, as well as being a requirement of many associated regulatory bodies. In this study, the perception of pharmacy and medical students' of remote IPE was evaluated.

METHODS

A series of IPE sessions took place via Zoom and students' feedback was collected after each session. Both qualitative and quantitative data were collected and analysed.

RESULTS

72% (23/32) of medical students strongly agreed that the sessions had helped to improve their appreciation of the role of pharmacists, whereas 37% (22/59) of pharmacy students strongly agreed, reporting a median response of 'somewhat agreeing', that their appreciation of the role of general practitioners had improved. This difference was found to be statistically significant (p = 0.0143). Amongst students who responded, 55% (53/97) identified remote teaching as their preferred mode of delivery for an IPE session.

CONCLUSIONS

The survey demonstrated that the students valued the development of their prescribing skills as well as the ancillary skills gained, such as communication and teamwork. Remote IPE can be a practical means of improving medical and pharmacy students' understanding of each other's professional roles, as well as improving the skills required for prescribing.

Models of care for chronic myeloid leukemia patients during the COVID-19 pandemic in the United Kingdom: Changes in patient attitudes to remote consultations and future implications

The ongoing COVID-19 pandemic has presented numerous challenges to the provision of patient care within hematology. We undertook a questionnaire-based study investigating the experiences and opinions of patients with chronic myeloid leukemia (CML) in the UK in relation to the different models of follow-up care received during the pandemic. One hundred fifty-four patients completed the online questionnaire. Only 19% of patients had experienced remote clinics prior to the pandemic compared with 91% afterward. After having experience of remote clinics, the proportion of patients who were positive about the remote clinic concept increased from 34% to 52% (P < .05). However, when asked to compare their experiences with face to face versus remote clinics, 48% preferred face-to-face clinics compared with 17% preferring remote clinics (35% expressed no preference). During the pandemic, frequency of blood tests was unchanged for 71% of patients, although they were performed in a number of different locations. The majority of patients (57%) had medication delivered to their home, with a small number (8%) having difficulty obtaining their medication. In terms of future models of care, 72% of patients were in favor of building remote appointments into the clinic model with 61% expressing a preference for a mixture of remote and face-to-face appointments. There was also interest in greater utilization of primary care for blood testing. Our findings should help optimize future models of care for CML patients.