Interprofessional peer teaching: The value of a pharmacy student-led pharmacology course for physical therapy students

Hsia, Stephanie L.; Tran, Dan N.; Beechinor, Ryan J.; Gahbauer, Alice; Fitzsimmons, Amber; Brock, Tina

doi:10.1016/j.cptl.2020.05.010

Cited by 6 publications

(9 citation statements)

References 10 publications

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“…Evidence suggests that peer teaching is an effective mechanism for improving knowledge and skills [ 4 , 5 , 6 , 7 , 8 ]. This IPE activity leveraged areas of curriculum strength to allow students to teach their peers in an interprofessional setting.…”

Section: Discussionmentioning

confidence: 99%

“…Interactive IPE activities enhance learner knowledge, individual and team communication skills, and facilitate team dynamics [ 3 ]. However, provision of IPE is fraught with barriers such as limited faculty/instructor numbers, scheduling issues, and lack of time in individual health professions curricula [ 4 , 5 , 6 , 7 , 8 ]. Therefore, use of tools such as peer teaching which reinforce curricular concepts with fewer faculty resources can be useful for educators looking to address specific barriers to IPE provision [ 4 , 5 , 6 , 7 , 8 ].…”

Section: Introductionmentioning

confidence: 99%

“…However, provision of IPE is fraught with barriers such as limited faculty/instructor numbers, scheduling issues, and lack of time in individual health professions curricula [ 4 , 5 , 6 , 7 , 8 ]. Therefore, use of tools such as peer teaching which reinforce curricular concepts with fewer faculty resources can be useful for educators looking to address specific barriers to IPE provision [ 4 , 5 , 6 , 7 , 8 ]. Peer teaching is defined as active teaching by students who are at the same/similar academic level as those they are teaching [ 4 , 5 , 6 , 7 , 8 ].…”

Section: Introductionmentioning

confidence: 99%

“…Therefore, use of tools such as peer teaching which reinforce curricular concepts with fewer faculty resources can be useful for educators looking to address specific barriers to IPE provision [ 4 , 5 , 6 , 7 , 8 ]. Peer teaching is defined as active teaching by students who are at the same/similar academic level as those they are teaching [ 4 , 5 , 6 , 7 , 8 ]. Peer teaching can be supported by the cognitive and social congruence theory [ 9 ].…”

Section: Introductionmentioning

confidence: 99%

“…In peer-led seminars involving medical and pharmacy students, Lehrer and colleagues, reported improved interprofessional attitudes as measured by the Interdisciplinary Education Perception Scale [ 6 ]. In a pharmacy student-led peer-taught pharmacology course, Hsia reported positive feedback and improvement on the student perceptions of physician-pharmacist interprofessional clinical education (SPICE) survey [ 7 ]. However, there is a dearth of studies describing the impact of interprofessional peer teaching in professional skills acquisition and reinforcement.…”

Section: Introductionmentioning

confidence: 99%

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Peer Teaching in an Interprofessional Education Activity Focused on Professional Skills Development

DelNero

Vyas

2021

Pharmacy

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The purpose of this study was to assess the impact of a peer-taught interprofessional education (IPE) activity on pharmacy and physician assistant (PA) student self-assessed confidence and attitudes related to professional skills. First-year pharmacy (n = 210) and PA (n = 45) students participated in a two-hour IPE activity. Forty-five teams consisting of one PA and at least four pharmacy students completed three peer-teaching stations focused on diabetes device education, pulmonary device teaching/case workup, and physical assessment skills. Students completed a pre- and post-activity confidence survey and a post-activity attitudes survey. For pharmacy students, highest confidence gains were noted on the items related to performing a physical exam. For PA students, largest gains were noted on the items related to insulin delivery systems. Eighty-three percent of students either agreed or strongly agreed with the statement “I learned things during this IPE activity that I will implement in clinical practice.” Seventy six percent of students felt that the physical assessment station was “beneficial or very beneficial” to their learning. A vast majority of students noted the IPE activity “somewhat or definitely” enhanced their communication with other health professionals and promoted a climate of mutual respect. In conclusion, peer teaching improved student attitudes and confidence.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Peer Teaching in an Interprofessional Education Activity Focused on Professional Skills Development

DelNero

Vyas

2021

Pharmacy

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Integration of Disability Awareness Improves Medical Students’ Attitudes Toward People with Disabilities

Sinha,

Parish,

Lein

et al. 2024

Med.Sci.Educ.

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Persons with disabilities (PWD) often require special accommodations and more comprehensive healthcare yet frequently have encounters with physicians who are unprepared to provide tailored and complete care. A multipronged disability awareness curriculum for second-year medical students was implemented, including content on disability etiquette, patient-centered and interprofessional learning sessions for individuals with physical disabilities and intellectual and developmental disabilities, and a debriefing session with physiatrists. The objective of this study was to utilize a mixed methods approach to evaluate the disability awareness curriculum in undergraduate medical education (UME). Assessment was conducted using course evaluations, pre- and post-surveys including the Attitudes and Perspectives Towards Persons with Disabilities (APPD) scale and Multidimensional Attitudes Scale Toward Persons with Disabilities (MAS), and student focus groups. The mean scores from both the APPD (2.11 ± 0.43 pre-score vs. 1.7 ± 0.39 post-score) and MAS (2.45 ± 0.43 pre-score vs. 2.25 ± 0.55 post-score) indicate the curriculum improved medical students’ attitudes toward PWD (p < 0.05), with lower numbers representing more favorable attitudes. After completing the curriculum, medical students’ attitudes were comparable to those of doctor of physical therapy (DPT) students. Qualitative analysis from focus groups highlighted four major themes: education, comfort level, impact on future practice, and disability differences. This curriculum has potential as a valuable framework for delivering effective disability education to medical students to prepare future physicians to serve PWD and their unique needs. It meets core competencies, provides an opportunity to learn in interprofessional environments, and integrates PWD into the educational process.

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Interprofessional education: considering long-term outcomes in course design

Simpkins

2021

Currents in Pharmacy Teaching and Learning

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Interprofessional peer teaching: The value of a pharmacy student-led pharmacology course for physical therapy students

Cited by 6 publications

References 10 publications

Peer Teaching in an Interprofessional Education Activity Focused on Professional Skills Development

Peer Teaching in an Interprofessional Education Activity Focused on Professional Skills Development

Integration of Disability Awareness Improves Medical Students’ Attitudes Toward People with Disabilities

Interprofessional education: considering long-term outcomes in course design

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