Interprofessional ethics learning between schools of pharmacy and dental medicine

Abstract

A case-based interprofessional education (IPE) ethics activity between pharmacy and dental students was developed and evaluated. Eighty-two third-year pharmacy and 51 first-year dental students were divided into teams for two sessions. The IPE activity involved the student teams analyzing two cases at each session utilizing an ethical decision-making process followed by debriefing of each case. Assessments included pre-/post-Readiness for Interprofessional Learning Scale (RIPLS), pre-/post-individual ethics knowledge quiz, pre-team ethics knowledge quiz and post-student perception survey. The results indicated no significant differences in RIPLS scores although scores indicated a high readiness for interprofessional learning including teamwork and collaboration among pharmacy and dental students. When comparing pre-/post-ethics knowledge quiz scores a significant difference was found between individual and team scores as well as between professions. Perception survey results were highly favorable toward the value of interprofessional learning activities. The sessions resulted in enhanced knowledge about ethical decision-making.

A comprehensive systematic review of pharmacy perspectives on interprofessional education and collaborative practice

“…Between 2012 and 2015, twelve studies were published highlighting pharmacy students' perceptions toward IPE and collaborative practice based on an IPE intervention. For the included articles focusing on students, the IPE sessions varied in their duration from ad hoc sessions (lasting between one and four hours) in the form of simulation 38,39 or interactive case based discussion 40 ; or 2 IPE case based sessions over a month 41,42 , to IPE activities spread over the semester [43][44][45] or in one study over two years 46 . Other studies was based on an IPE experiential learning experience [47][48][49] .…”

“…Perceived benefits of IPE included: enhanced understanding of professional role identity [45][46][47] , exploration of professional boundaries 47 , excellent teamwork 38,42,46 , improvement in the quality of patient care 38 , willingness to participate in more IPE activities 38,42 , enhancement of learning and knowledge gained 41,42 , respect 38,50 , trust 50 , appreciation of other healthcare professions 50 , and a shared goal for patient-centred care 50 . Another perceived benefit of IPE is valuing collaborative practice and interprofessional teams 43,45,50 .…”

“…This systematic review is also analysis, they focused on a single outcome measure: student readiness 35 . Additionally, it was difficult to detect statistical differences in pre-and post-studies as many of the respondents already had a high level of readiness for IPE 42,44,45 . It is possible that the scales used are not sensitive to detect changes after educational intervention, or IPE activities were of short duration lessening the impact of these activities on attitudes 42 .…”

“…It is crucial to ensure the IPE exercise is appropriate and relevant to each participating profession 42,46 in addition to ensuring authenticity of the case 39 .…”

Health Professions Ethics Rubric: Validation of Reliability in an Interprofessional Health Ethics Course

“…One of the irst IPE endeavors at Southern Illinois University Edwardsville was the implementation of a pilot interprofessional ethics learning session with the Schools of Pharmacy and Dental Medicine in 2012. 4 As part of the sessions, teams of pharmacy and dental students analyzed four ethical cases using standard ethical reasoning principles. The schools using the rubric and scoring team reports.…”