Interprofessional learning sessions focusing on medication safety
Abstract
Introduction Interprofessional learning (IPL) increases students' awareness and ability to work as members of the health professional team. It may improve collaboration between prescribers and dispensers, which has been identified as crucial in achieving quality use of medicines.1-3 Background Two-hour IPL sessions were scheduled throughout 2008 and 2009, giving each 3rd year medical and MPharm pharmacy student an opportunity to participate in one session. The sessions focused on medication safety in a hospital setting with the 2008 sessions involving a pre-admission episode whereas the 2009 sessions involved an emergency ...
View more >Introduction Interprofessional learning (IPL) increases students' awareness and ability to work as members of the health professional team. It may improve collaboration between prescribers and dispensers, which has been identified as crucial in achieving quality use of medicines.1-3 Background Two-hour IPL sessions were scheduled throughout 2008 and 2009, giving each 3rd year medical and MPharm pharmacy student an opportunity to participate in one session. The sessions focused on medication safety in a hospital setting with the 2008 sessions involving a pre-admission episode whereas the 2009 sessions involved an emergency department admission. The design of the 2009 sessions considered feedback of the 2008 sessions. Methods Pre- and post-surveys assessed students' perceptions of their knowledge levels in relation to the clinical topic and their attitudes towards interprofessional collaboration. The post-survey also rated their 'readiness' for IPL on the Readiness for Interprofessional Learning Scale (RIPLS). Results In 2008, 90 medical and 56 pharmacy students completed the surveys (93% and 88% response rates). Both groups of students showed a significant improvement in self-rated knowledge levels (P<0.0001) but neither showed significant change in attitudes concerning interprofessional collaboration. After the exercise, pharmacy students showed significantly higher RIPLS scores (mean = 3.0) than medical students (mean = 2.8, P = 0.0002). The 2009 IPL data are currently being collected and analysed. Qualitative feedback indicates that students value the sessions. Conclusion The IPL sessions improved self-perceived knowledge. Both the medical and pharmacy students showed positive attitudes towards IPL in the RIPLS questions. 1 Doucette W, Nevins J & McDonough R (2005) Factors affecting collaborative care between pharmacists and physicians. Research in Social and Administrative Pharmacy vol. 1, 4: 565-78. 2 Highlights of the American Pharmacists Association 2007 annual meeting (2007) The "Top 10" drug errors and how to prevent them. Medscape http://www.medscape.com/viewarticle/556487?src=mp viewed 12 November. 3 Isetts BJ, Brown LM, Schondelmeyer SW & Lenarz LA (2003) Quality assessment of a collaborative approach for decreasing drug-related morbidity and achieving therapeutic goals. Archives of Internal Medicine vol. 163, 1813-20.
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View more >Introduction Interprofessional learning (IPL) increases students' awareness and ability to work as members of the health professional team. It may improve collaboration between prescribers and dispensers, which has been identified as crucial in achieving quality use of medicines.1-3 Background Two-hour IPL sessions were scheduled throughout 2008 and 2009, giving each 3rd year medical and MPharm pharmacy student an opportunity to participate in one session. The sessions focused on medication safety in a hospital setting with the 2008 sessions involving a pre-admission episode whereas the 2009 sessions involved an emergency department admission. The design of the 2009 sessions considered feedback of the 2008 sessions. Methods Pre- and post-surveys assessed students' perceptions of their knowledge levels in relation to the clinical topic and their attitudes towards interprofessional collaboration. The post-survey also rated their 'readiness' for IPL on the Readiness for Interprofessional Learning Scale (RIPLS). Results In 2008, 90 medical and 56 pharmacy students completed the surveys (93% and 88% response rates). Both groups of students showed a significant improvement in self-rated knowledge levels (P<0.0001) but neither showed significant change in attitudes concerning interprofessional collaboration. After the exercise, pharmacy students showed significantly higher RIPLS scores (mean = 3.0) than medical students (mean = 2.8, P = 0.0002). The 2009 IPL data are currently being collected and analysed. Qualitative feedback indicates that students value the sessions. Conclusion The IPL sessions improved self-perceived knowledge. Both the medical and pharmacy students showed positive attitudes towards IPL in the RIPLS questions. 1 Doucette W, Nevins J & McDonough R (2005) Factors affecting collaborative care between pharmacists and physicians. Research in Social and Administrative Pharmacy vol. 1, 4: 565-78. 2 Highlights of the American Pharmacists Association 2007 annual meeting (2007) The "Top 10" drug errors and how to prevent them. Medscape http://www.medscape.com/viewarticle/556487?src=mp viewed 12 November. 3 Isetts BJ, Brown LM, Schondelmeyer SW & Lenarz LA (2003) Quality assessment of a collaborative approach for decreasing drug-related morbidity and achieving therapeutic goals. Archives of Internal Medicine vol. 163, 1813-20.
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Conference Title
Interprofessional learning sessions focusing on medication safety
Publisher URI
Subject
Pharmacology and Pharmaceutical Sciences not elsewhere classified