Critical Thinking and Reflection Exercises in a Biochemistry Course to Improve Prospective Health Professions Students’ Attitudes Toward Physician-Pharmacist Collaboration

Winkle, Lon J. Van; Cornell, Susan; Fjortoft, Nancy; Bjork, Bryan C.; Chandar, Nalini; Green, Jacalyn M.; Salle, Sophie; Viselli, Susan M.; Burdick, Paulette; Lynch, Shaina M.

doi:10.5688/ajpe778169

Cited by 33 publications

(45 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…This may reflect the principle of least interest as described by Van Winkle et al, in which the health professional power hierarchy can influence the eagerness to collaborate. 22 In multivariate-adjusted models, combined COP and PA faculty members reported higher opinion scores (on a 5-point Likert scale) relative to COM faculty members in perceived support within their college for IPE, stressing the importance of IPE to students, the notion that IPE promotes team-based learning and improves patient care efficiency, and the interest to see more IPE opportunities. These results suggested important program level differences in IPE opinions that remained even after controlling for potential differences among faculty members.…”

Section: Discussionmentioning

confidence: 99%

See 1 more Smart Citation

Perceived Benefits and Challenges of Interprofessional Education Based on a Multidisciplinary Faculty Member Survey

Lash

Barnett

Parekh

et al. 2014

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

Objective: To identify differences among faculty members in various health professional training programs in perceived benefits and challenges of implementing interprofessional education (IPE). Methods: A 19-item survey using a 5-point Likert scale was administered to faculty members across different health disciplines at a west coast, multicollege university with osteopathic medicine, pharmacy, and physician assistant programs. Results: Sixty-two of 103 surveys (60.2%) were included in the study. Faculty members generally agreed that there were benefits of IPE on patient outcomes and that implementing IPE was feasible. However, group differences existed in belief that IPE improves care efficiency (p50.001) and promotes team-based learning (p50.001). Program divergence was also seen in frequency of stressing importance of IPE (p50.009), preference for more IPE opportunities (p50.041), and support (p50.002) within respective college for IPE. Conclusions: Despite consensus among faculty members from 3 disciplines that IPE is invaluable to their curricula and training of health care students, important program level differences existed that would likely need to be addressed in advance IPE initiatives.

show abstract

Section: Discussionmentioning

confidence: 99%

“…6,8,[22][23][24] Previous studies indicated that medical students often express skepticism regarding the utility of IPE. [25][26] Effective engagement of students in IPE requires all stakeholders, especially those in medicine, to be involved.…”

Section: Discussionmentioning

confidence: 99%

Perceived Benefits and Challenges of Interprofessional Education Based on a Multidisciplinary Faculty Member Survey

Lash

Barnett

Parekh

et al. 2014

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

show abstract

“…No significant difference was found between medical and dentistry students. This may be due to the fact that medical sciences students worked regularly on teams with pharmacy students for 10 weeks (Van Winkle et al, 2013) that could influence their attitudes toward collaboration. In Monash, students in nutrition and occupational therapy programs scored significantly (p50.05) higher than those in any other program.…”

Section: Group Differences By Academic Programsmentioning

confidence: 98%

The Jefferson Scale of Attitudes Toward Interprofessional Collaboration (JeffSATIC): development and multi-institution psychometric data

Hojat

Ward

Spandorfer

et al. 2014

Journal of Interprofessional Care

Self Cite

View full text Add to dashboard Cite

This study was designed to develop a psychometrically sound instrument to measure attitudes toward interprofessional collaboration in health profession students and practitioners regardless of their professions and areas of practice. Based on a review of the literature a list of 27 items was generated, 12 faculty judged the face validity of the items, and 124 health profession faculty examined the content validity of the items. The preliminary version of the instrument was administered to 1976 health profession students in three universities (Thomas Jefferson University, n = 510; Midwestern University, n = 392; and Monash University, n = 1074). Twenty items that survived the psychometric scrutiny were included in the Jefferson Scale of Attitudes Toward Interprofessional Collaboration (JeffSATIC). Two constructs of "working relationships" and "accountability" emerged from factor analysis of the JeffSATIC. Cronbach's α coefficients for the JeffSATIC ranged from 0.84 to 0.90 in the three samples. Women obtained significantly higher JeffSATIC mean scores than men. Medical students obtained lower mean score on the JeffSATIC than most other health profession students at the same university. Psychometric support from a relatively large sample size of students in a variety of health profession programs in this multi-institutional study is encouraging which adds to the credibility of the JeffSATIC.

show abstract

“…19 Reflective practice aids a practitioner in developing new understandings, perspectives, and alternatives. 20 In pharmacy, reflective practice is supported through portfolios, [21][22][23] and through reflective writing in classrooms 16,24 and experiential environments. [25][26][27] Reflective writing "attempts to identify the significance and meaning of a given learning experience primarily for the writer."…”

Section: Honing Cpd Skillsmentioning

confidence: 99%

Making a Curricular Commitment to Continuing Professional Development in Doctor of Pharmacy Programs

Janke

Tofade

2015

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

As outlined in the Accreditation Council for Pharmacy Education (ACPE) Standards 2016, colleges and schools of pharmacy must provide an environment and culture that promotes self-directed lifelong learning. Continuing professional development (CPD) serves as a model that can foster and support self-directed, lifelong learning. The benefits of adopting a CPD model include assistance with attaining Center for the Advancement of Pharmaceutical Education (CAPE) 2013 Outcomes, such as selfawareness. This model can also support the individualization of experiential learning and student action on feedback from curricular-level assessments. The major skills involved in CPD, such as reflection and documentation, are frequently addressed in pharmacy curricula. However, these skills may be developed in isolation or exercised for purposes other than learning. The aim of this statement is to aid schools in creating "CPD ready" practitioners by defining the skill sets involved in CPD and making recommendations for advancing CPD in curricula.

show abstract

Critical Thinking and Reflection Exercises in a Biochemistry Course to Improve Prospective Health Professions Students’ Attitudes Toward Physician-Pharmacist Collaboration

Cited by 33 publications

References 30 publications

Perceived Benefits and Challenges of Interprofessional Education Based on a Multidisciplinary Faculty Member Survey

Perceived Benefits and Challenges of Interprofessional Education Based on a Multidisciplinary Faculty Member Survey

The Jefferson Scale of Attitudes Toward Interprofessional Collaboration (JeffSATIC): development and multi-institution psychometric data

Making a Curricular Commitment to Continuing Professional Development in Doctor of Pharmacy Programs

Contact Info

Product

Resources

About