A systematic review of patient interactions with student pharmacists in educational settings

Nguyen, William; O’Reilly, Claire; Moles, Rebekah; Robinson, Jennifer D.; Brand-Eubanks, Damianne; Kim, Anne P.; El-Den, Sarira

doi:10.1016/j.japh.2021.08.014

Cited by 7 publications

(19 citation statements)

References 73 publications

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“…Ten articles reported that when the public participated in healthcare students' education, they became more actively involved in their own care 4,15,16,18–20,24,28,29,32 …”

Section: Resultsmentioning

confidence: 99%

“…McCray et al 23 reported on the positive impact on student academic performance through the incorporation of student‐run clinic experiences in medical education. The use of patients as simulated patients has been reported in various healthcare professions education contexts such as with student pharmacists 24 …”

Section: Resultsmentioning

confidence: 99%

“…Eight articles discussed the impacts of public involvement in healthcare students' education on developing students' confidence to support patients 15,17,22,24,26,29,31,32 …”

Section: Resultsmentioning

confidence: 99%

“…Ten articles reported that when the public participated in healthcare students’ education, they received better care, which resulted in increased satisfaction 4,15–18,20,23,24,26,32 . When patients participated in teaching, healthcare providers learned patient‐centred care and holistic care.…”

Section: Resultsmentioning

confidence: 99%

“…• Integration of student-run clinic experiences into medical education • Provided opportunities for practical application of classroom learning in a real-world setting [24] Pharmacy To explore the evidence relating to the involvement of patients in the education of student pharmacists, in terms of the nature, extent and outcomes of their contribution 5369 12 Impact on students:…”

Section: Integrating Patient Perspectives Into Educationmentioning

confidence: 99%

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Public participation in healthcare students' education: An umbrella review

Nowell,

Keogh,

Laios

et al. 2024

Health Expectations

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BackgroundAn often‐hidden element in healthcare students' education is the pedagogy of public involvement, yet public participation can result in deep learning for students with positive impacts on the public who participate.ObjectiveThis article aimed to synthesize published literature reviews that described the impact of public participation in healthcare students' education.Search StrategyWe searched MEDLINE, EMBASE, ERIC, PsychINFO, CINAHL, PubMed, JBI Database of Systematic Reviews and Implementation Reports, the Cochrane Database of Systematic Reviews, Database of Abstracts of Reviews of Effects and the PROSPERO register for literature reviews on public participation in healthcare students' education.Inclusion CriteriaReviews published in the last 10 years were included if they described patient or public participation in healthcare students' education and reported the impacts on students, the public, curricula or healthcare systems.Data Extraction and SynthesisData were extracted using a predesigned data extraction form and narratively synthesized.Main ResultsTwenty reviews met our inclusion criteria reporting on outcomes related to students, the public, curriculum and future professional practice.Discussion and ConclusionOur findings raise awareness of the benefits and challenges of public participation in healthcare students' education and may inform future research exploring how public participation can best be utilized in higher education.Patient or Public ContributionThis review was inspired by conversations with public healthcare consumers who saw value in public participation in healthcare students' education. Studies included involved public participants, providing a deeper understanding of the impacts of public participation in healthcare students' education.

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“…Ten articles reported that when the public participated in healthcare students' education, they became more actively involved in their own care 4,15,16,18–20,24,28,29,32 …”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

“…Eight articles discussed the impacts of public involvement in healthcare students' education on developing students' confidence to support patients 15,17,22,24,26,29,31,32 …”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Integrating Patient Perspectives Into Educationmentioning

confidence: 99%

See 3 more Smart Citations

Public participation in healthcare students' education: An umbrella review

Nowell,

Keogh,

Laios

et al. 2024

Health Expectations

View full text Add to dashboard Cite

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Co-designing psychosis simulated patient scenarios with mental health stakeholders for pharmacy curricula

Ung,

O’Reilly,

Moles

et al. 2023

Int J Clin Pharm

Self Cite

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Background Pharmacists need knowledge and confidence to support people living with mental illness. Evidence-based educational materials for pharmacy students to provide psychosis care is limited. Aim To co-design, content validate and pilot-test, with mental health stakeholders, simulated patient scenarios to educate and assess students in providing psychosis care. Method Mental health consumers were invited to co-design three simulated patient scenarios (first-episode psychosis, carer of someone living with schizophrenia, non-adherence to antipsychotics), guided by published and psychometrically-tested materials. A panel of mental health stakeholders participated in two rounds of content validation (RAND/UCLA appropriateness model). Round 1 involved individual survey completion to calculate item content validity index (I-CVI) for relevance/clarity, content validity ratio for essentiality and overall scale content validity index (S-CVI/Ave and S-CVI/UA) scores for each scenario. Scores analyses and feedback comments informed revisions. Round 2 involved a panel meeting to discuss revisions and finalise content. The scenarios were then pilot-tested with pharmacy students. Results Two consumers participated in co-design, nine stakeholders in content validation. All items showed excellent content validity for relevance/clarity. Eleven items were revised for essentiality, discussed, then re-rated at the panel meeting for consensus. The scenarios were pilot-tested with pharmacy students (n = 15) and reported to be realistic and relevant to future practice, contributing to students’ confidence in supporting people experiencing mental health symptoms or crises. Conclusion Partnering with mental health stakeholders has enabled co-design of authentic, content valid educational materials for pharmacy students to provide psychosis care, in preparation for future provision of mental health support.

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