Transition to practice: can rural interprofessional education make a difference? A cohort study

Pullon, Sue; Wilson, Christine; Gallagher, Peter; Skinner, Margot; McKinlay, Eileen; Gray, Lesley; McHugh, Patrick

doi:10.1186/s12909-016-0674-5

Cited by 28 publications

(23 citation statements)

References 27 publications

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“…However, a shift to VCoPs in such areas has been found to have promise to the development of vitural forms of IPE and IPC (e.g. Pullon et al, 2016). VCoPs can have a particularly positive impact on the development and support for isolated clinicians by providing them with a community to engage in, learn from and seek support from ( e.g.…”

Section: Key Issuesmentioning

confidence: 99%

The use of virtual communities of practice to improve interprofessional collaboration and education: findings from an integrated review

McLoughlin¹,

Patel

O'Callaghan³

et al. 2017

Journal of Interprofessional Care

121

104

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The recent growth in online technology has led to a rapid increase in the sharing of health related information globally. Health and social care professionals are now using a wide range of virtual communities of practice (VCoPs) for learning, support, continuing professional education, knowledge management and information sharing. In this article, we report the findings from a review of the literature that explored the use of VCoPs by health and social care professionals to determine their potential for interprofessional education and collaboration. We employed integrated review methods to search and identify relevant VCoP articles. We undertook searches of PubMed and Google Scholar from 2000, which after screening, resulted in the inclusion of 19 articles. A thematic analysis generated the following key issues related to the use of VCoPs: 'definitions and approaches', 'technological infrastructure', 'reported benefits', 'participation issues', 'trust and privacy and 'technical ability'. Based on the findings from this review, there is some evidence that VCoPs can offer an informal method of professional and interprofessional development for clinicians, and can decrease social and professional isolation. However, for VCoPs to be successful, issues of privacy, trust, encouragement and technology need to be addressed.

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Section: Key Issuesmentioning

confidence: 99%

The use of virtual communities of practice to improve interprofessional collaboration and education: findings from an integrated review

McLoughlin¹,

Patel

O'Callaghan³

et al. 2017

Journal of Interprofessional Care

121

104

View full text Add to dashboard Cite

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“…The importance of teaching diversity and cultural competency in medical curricula is well recognised [1–7]. Some studies have shown that the teaching of culture and diversity can positively influence change [8–10], while others have not [11–13].…”

Section: Introductionmentioning

confidence: 99%

Training a medical workforce to meet the needs of diverse minority communities

et al. 2017

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BackgroundThe growing demand for a competent health workforce to meet the needs of increasingly diverse societies has been widely acknowledged. One medical school in New Zealand explored the integration of the commonly used patient-centred model approach, with an intersectional framework in the development of a cultural competency training programme. In the Pacific Immersion Programme, medical students in their fourth year of training are given the opportunity to learn about different factors that influence the health and health care of a minority community through immersion in that community. The programme objectives include enabling students to learn through experience living within the local community context, and supporting them to re-evaluate their own personal beliefs, assumptions and/or prior prejudices. This study evaluates the usefulness of this programme in the training of medical students to work in diverse communities.MethodsTwo analytical approaches were used for evaluation. Deductive and inductive analyses were conducted on 235 reflective essays completed by three cohorts of students from 2011 to 2013 to ascertain the value of the programme for student learning. In addition, one cohort was invited to complete a pre and post-programme questionnaire.ResultsOverall, the students found the programme to be a valued learning environment. They found living within a Pacific family environment to be an eye opening experience. It increased students comfort level in cross cultural engagement and emphasised the importance of patient’s perspectives in health care provision. Students’ self-reported knowledge about Pacific cultural values, protocols, traditional beliefs and the main health challenges increased significantly after the programme. They appreciated learning directly from community members, and through observations about how culture, beliefs and the socio-economic environment influence peoples’ health and wellbeing.ConclusionsMedical schools are required to train a competent health workforce to meet the needs of diverse communities. The Pacific Immersion Programme provides a unique learning environment which can improve the training of doctors to work in diverse communities. The key to its success is enabling students to be engaged learners from “the inside” rather than an “outsider looking in”. The Programme enables experiential learning in a sensitive and meaningful way and can be useful for training in other institutions.Electronic supplementary materialThe online version of this article (doi:10.1186/s12909-017-0858-7) contains supplementary material, which is available to authorized users.

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“…Students described the value of this workshop in relation to their future practice. 29 They felt that knowledge gained from the workshop has broadened their understanding of patient considerations relating to medication administration 24 , 30 and given them confidence in identifying and referring patients who may benefit from a compounded product.…”

Section: Discussionmentioning

confidence: 99%

Compounding medications in a rural setting: an interprofessional perspective

Taylor¹,

Hays²,

Glass³

2018

JMDH

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BackgroundInterprofessional learning (IPL) which focuses on the pharmacist’s role in specialty practices as part of a multidisciplinary health care team has not been explored. This study aimed to determine health care students’ understanding of the role of the pharmacist in compounding medications to optimize health outcomes for patients in rural and remote health care services.MethodsFour workshops followed by focus group interviews were conducted with undergraduate pharmacy, medical, nursing, physiotherapy, dentistry, Aboriginal public health, and speech pathology students (n=15). After an introductory lecture, students working in multidisciplinary teams undertook to compound three products. Focus groups were held at the end of the compounding workshops to explore students’ understanding and perceptions of these compounding activities. Thematic analysis was undertaken on the qualitative data obtained from the focus groups.ResultsStudent participants responded positively both to the opportunity to undertake a compounding exercise and being part of an interprofessional team, perceiving benefit for their future rural and remote health practice. Four major themes emerged from the qualitative analysis: improved knowledge and understanding; application to practice; interprofessional collaboration; and rural, remote, and Indigenous context. Students acknowledged that the workshops improved their understanding of the role of the pharmacist in compounding and how they, as part of a multidisciplinary team, could deliver better health outcomes for patients with special needs, especially in a rural and remote context.ConclusionThis study highlights that workshops of this nature have a role to play in developing collaborative interprofessional practice and increasing awareness of pharmaceutical services among undergraduate health students. However, further evidence is needed to assess whether positive perceptions of specialty practice IPL workshops will translate into improved patient outcomes in practice.

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Transition to practice: can rural interprofessional education make a difference? A cohort study

Cited by 28 publications

References 27 publications

The use of virtual communities of practice to improve interprofessional collaboration and education: findings from an integrated review

The use of virtual communities of practice to improve interprofessional collaboration and education: findings from an integrated review

Training a medical workforce to meet the needs of diverse minority communities

Compounding medications in a rural setting: an interprofessional perspective

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