A Structured Approach to Intentional Interprofessional Experiential Education at a Non-Academic Community Hospital

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 prerounds, 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.

Pharmaceutical care journey: Final-year pharmacy students’ experiences of the hospital-based clinical pharmacy clerkship programme in north- east Nigeria

“…This programme provides these students with opportunities to learn about each other's training and roles on the team and to engage in peer teaching. Contrary to the authors' finding, it has been reported in the US that most pharmacy and medical students appeared to better perceive the value of working together with other healthcare professions students on enhancing their knowledge and ability to work on an interdisciplinary team upon graduation (Nwaesei et al, 2019).…”

“…This finding is a serious concern that needs to be addressed urgently in order for the Nigerian healthcare professionals' education to be in tune with global best practice of an increasing collaboration of healthcare providers to optimise patients' health (Auta, Strickland-Hodge & Maz, 2016). In the US, both pharmacy students and medical students are required to participate in the inter-professional experiential education (IPE) programme together, to fulfil accreditation standards for both pharmacy and medical education (Nwaesei et al, 2019). This programme provides these students with opportunities to learn about each other's training and roles on the team and to engage in peer teaching.…”

A systematic review of evidence-based practices for clinical education and health care delivery in the clinical teaching unit

“…Sixteen studies focused on interprofessional rounds, 21,22,[54][55][56][57][58][59][60][61][62][63][64][65][66][67] of which 9 studies were either medium or highquality (Table 3). Reported benefits of this practice included a perceived increase in collaboration 22,62,65 and communication 21,22,57,60,65,66 among health care teams; a highquality time series study also reported earlier discharge times.…”

“…Interprofessional rounds may improve team collaboration and communication, and enhance discharge planning. 21,22,[54][55][56][57][58][59][60][61][62][63][64][65][66][67] Moderate confidence…”

“…High quality 56,63 Medium quality 21,22,55,61,62,64,65 Low quality 54,[57][58][59][60]66,67 Geographic wards may improve team efficiency and interprofessional collaboration. 14,28,56,68 Moderate confidence There are moderate concerns regarding adequacy and relevance.…”