An Evaluation of an Interdisciplinary Joint Clinical Placement between Podiatry and Pharmacy Students

Otter, Simon; Robinson, Caroline; James, Delyth; Allen, Marcus; Davies, Jane A.; Stew, Graham

doi:10.1080/15602210310001624899

Cited by 4 publications

(2 citation statements)

References 8 publications

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“…There is a strong preference for joint teaching with medical students and this has been a finding elsewhere (Horsburgh, Landin, & Williamsonet, 2001); while there was little enthusiasm for joint teaching with nurses. The use of interdisciplinary teaching in health care is becoming more widespread (Otter et al, 2003;Zwarenstein et al, 2006) and there may be differing arguments for sharing of lectures, sharing of group discussion and sharing of experiential learning in the clinical setting (Yanchick, 2005).…”

Section: Preferred Approaches To Learningmentioning

confidence: 99%

Clinical pharmacy curriculum development in Norway: Pharmacists' expectations in the context of current European developments

Loennechen¹,

Lind²,

McKellar³

et al. 2007

Pharmacy Educ.

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Introduction: The inclusion of patient-centred teaching into the "core curriculum" of the pharmacist's basic education is varied throughout Europe. While clinical pharmacy is taught in an integrated way within the undergraduate pharmacy curriculum at the University of Tromsø, its relationship to the delivery of pharmaceutical care requires to be developed. This study explored the perceptions of pharmacists in Norway about pharmacy undergraduate curriculum change.Methods: A general questionnaire was sent to 100 registered Norwegian pharmacists. The views of respondents were used along with tape recorded interviews (with six individual pharmacists and one group of seven) to design a specific questionnaire issued to 89 Tromsø Master of Pharmacy graduates (1999 -2003).Results and conclusion: The response rate to the general questionnaire was 63% and to the specific questionnaire 42%. The findings showed strong preferences for joint teaching with medical students; teaching from pharmacist practitioners; the imparting of problem solving skills through group work; the use of real patient case studies; and early contact with role models including community pharmacists. The investigation supports the curriculum changes, we have made to develop clinical pharmacy at the University of Tromsø. The study has identified the potential for improvement including joint teaching with medical students.

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Section: Preferred Approaches To Learningmentioning

confidence: 99%

Clinical pharmacy curriculum development in Norway: Pharmacists' expectations in the context of current European developments

Loennechen¹,

Lind²,

McKellar³

et al. 2007

Pharmacy Educ.

View full text Add to dashboard Cite

show abstract

“…Podiatry students have been volunteering at UK marathon events for over 20 years and work in a supervised interprofessional environment alongside qualified professionals from different disciplines (e.g., podiatrists, physiotherapists and physicians) to provide effective immediate care for a range of lower limb injuries. While examples of interprofessional learning in podiatry exist [ 19 ], these are under-represented in the literature. There is also a paucity of reporting on volunteering as a learning opportunity within the allied health professions in general.…”

Section: Introductionmentioning

confidence: 99%

“I loved it, absolutely loved it” a qualitative study exploring what student podiatrists learn volunteering as part of an interprofessional medical team at a marathon

Otter

Whitham

Riley

et al. 2023

Journal of Foot and Ankle Research

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Background Final year podiatry students volunteer annually as part of the wider interprofessional medical team at both the Brighton and London Marathon race events, supervised by qualified podiatrists, allied health professionals and physicians. Volunteering has been reported to be a positive experience for all participants and a way of developing a range of professional, transferable, and where appropriate, clinical skills. We sought to explore the lived experience of 25 students who volunteered at one of these events and aimed to: i) examine the experiential learning reported by students while volunteering in a dynamic and demanding clinical field environment; ii) determine whether there were elements of learning that could be translated to the traditional teaching environment in a pre-registration podiatry course. Methods A qualitative design framework informed by the principles of interpretative phenomenological analysis, was adopted to explore this topic. We used IPA principles to enable analysis of four focus groups over a two-year period to generate findings. Focus group conversations were led by an external researcher, recorded, independently transcribed verbatim and anonymised prior to analysis by two different researchers. To enhance credibility, data analysis was followed by independent verification of themes, in addition to respondent validation. Results In total, five themes were identified: i) a new inter-professional working environment, ii) identification of unexpected psychosocial challenges, iii) the rigors of a non-clinical environment, iv) clinical skill development, and v) learning in an interprofessional team. Summary Throughout the focus group conversations, a range of positive and negative experiences were reported by the students. This volunteering opportunity fills a gap in learning as perceived by students, particularly around developing clinical skills and interprofessional working. However, the sometimes-frantic nature of a Marathon race event can both facilitate and impede learning. To maximize learning opportunities, particularly in the interprofessional environment, preparing students for new or different clinical settings remains a considerable challenge.

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Short duration clinically-based interprofessional shadowing and patient review activities may have a role in preparing health professional students to practice collaboratively: a systematic literature review

Brack

Shields

2018

Journal of Interprofessional Care

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An Evaluation of an Interdisciplinary Joint Clinical Placement between Podiatry and Pharmacy Students

Cited by 4 publications

References 8 publications

Clinical pharmacy curriculum development in Norway: Pharmacists' expectations in the context of current European developments

Clinical pharmacy curriculum development in Norway: Pharmacists' expectations in the context of current European developments

“I loved it, absolutely loved it” a qualitative study exploring what student podiatrists learn volunteering as part of an interprofessional medical team at a marathon

Short duration clinically-based interprofessional shadowing and patient review activities may have a role in preparing health professional students to practice collaboratively: a systematic literature review

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