Making it work: the feasibility and logistics of delivering large-scale interprofessional education to undergraduate healthcare students in a conference format

Guilding, Clare; Hardisty, Jessica; Randles, Elsa; Statham, Louise; Green, Alan; Bhudia, Roshni; Thandi, Charan Singh; Matthan, Joanna

doi:10.1080/13561820.2018.1496074

Cited by 11 publications

(12 citation statements)

References 5 publications

(5 reference statements)

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“…The contact theory condition of institutional support for the programme and activities ( Table 1, condition 4) is part of presage. In a previous evaluation of the logistics and feasibility of the IPE conference, developed in advance of this study for timely feedback to stakeholders, we noted local institutional support as being vital to the success of the event [27]. Regional and national support for the IPE conference, through involvement of professional bodies and senior NHS staff strengthened this support from authorities beyond the institutional level.…”

Section: P Framework and Contact Theorymentioning

confidence: 70%

“…Students were keen to see an increase in IPE events in the curriculum (see Table 3). The conference format was developed for our pilot early-years IPE initiative, in part, as a mode of bringing together large and geographically separated cohorts of students [27]. However, in line with this student feedback, the evidence 'supports the needs for multiple exposures to maximise sustained learning and change' [33].…”

Section: P Framework and Contact Theorymentioning

confidence: 99%

“…The conference was hosted within the Faculty of Medical Sciences at Newcastle University in 2016. We previously assessed the feasibility and logistics of delivering large scale, cross-institutional IPE in a conference format [27]. This study follows on, to detail the design and evaluation of the individual workshops within the conference.…”

Section: Context and Theoretical Basis For Undergraduate Pharmacy-medmentioning

confidence: 99%

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Designing and evaluating an interprofessional education conference approach to antimicrobial education

et al. 2020

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Background Arguably, Medical School curricula are deficient in learning opportunities related to the safe and effective use of medicines, in particular antimicrobials. Infection management is complex and multidisciplinary, and learning opportunities should reflect these principles. Aligned to the complexity of the subject matter, simulation and interprofessional based teaching are methods that can foster the collaborative skills required of future healthcare professionals. There have been calls to develop these methods in the teaching of safe prescribing and the management of infections; however, reports of such studies are limited. Methods We developed an interprofessional education (IPE) conference for second year undergraduate medical and pharmacy students based in the North East of England. We considered contact theory in the design of three small group interprofessional workshops, on the broad themes of antimicrobial stewardship, infection management and patient safety. A mixed methods approach assessed students’ attitudes towards IPE, barriers and facilitators of learning, and perceived learning gains. Qualitative data from workshop evaluation forms were analysed thematically, while quantitative data were analysed descriptively and differences between medical and pharmacy cohorts analysed using unpaired two-tailed t-tests. Results 226/352 students returned the workshop evaluation forms (66% of pharmacy students, 62% of medical students). 281/352 students responded to a series of Likert scale questions on the value of interprofessional education (88% of pharmacy students, 70% of medical students). Students reported acquisition of knowledge and skills, including concepts and procedures related to infection management and antimicrobial prescribing, and the development of problem-solving and critical evaluation skills. Students reflected on their attitude towards interprofessional collaboration. They reported a greater understanding of the roles of other healthcare professionals, reflected on the importance of effective communication in ensuring patient safety, and were more confident to work in interprofessional teams after the conference. Conclusions A robust IPE event, theoretically underpinned by contact theory and developed collaboratively, achieved interprofessional learning at scale and helped develop healthcare professionals willing to collaborate across disciplines. The resources, and evaluation insights based on the 3P (presage, process, and product) model of learning and teaching, will be of value to other educators who seek to develop theoretically-sound IPE interventions.

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Section: P Framework and Contact Theorymentioning

confidence: 70%

Section: P Framework and Contact Theorymentioning

confidence: 99%

Section: Context and Theoretical Basis For Undergraduate Pharmacy-medmentioning

confidence: 99%

See 1 more Smart Citation

Designing and evaluating an interprofessional education conference approach to antimicrobial education

et al. 2020

Self Cite

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“…Students were keen to see an increase in IPE events in the curriculum (see Table 3). The conference format was developed for our pilot early-years IPE initiative, in part, as a mode of bringing together large and geographically separated cohorts of students (27). However, in line with this student feedback, the evidence 'supports the needs for multiple exposures to maximise sustained learning and change' (32).…”

Section: P Framework and Contact Theorymentioning

confidence: 99%

“…The conference was hosted within the Faculty of Medical Sciences at Newcastle University in 2016. We previously assessed the feasibility and logistics of delivering large scale, crossinstitutional IPE in a conference format (27). This study follows on, to detail the design and evaluation of the individual workshops within the conference.…”

Section: Context and Theoretical Basis For Undergraduate Pharmacy-medmentioning

confidence: 99%

Designing and evaluating an interprofessional education conference approach to antimicrobial education

Guilding

Hardisty

Randles

et al. 2020

Preprint

Self Cite

View full text Add to dashboard Cite

Background Arguably, Medical School curricula are deficient in learning opportunities related to the safe and effective use of medicines, in particular antimicrobials. Infection management is complex and multidisciplinary, and learning opportunities should reflect these principles. Aligned to the complexity of the subject matter, simulation and interprofessional based teaching are methods that can foster the collaborative skills required of future healthcare professionals. There have been calls to develop these methods in the teaching of safe prescribing and the management of infections; however, reports of such studies are limited. Methods We developed an interprofessional education (IPE) conference for second year undergraduate medical and pharmacy students based in the North East of England. We considered contact theory in the design of three small group interprofessional workshops, on the broad themes of antimicrobial stewardship, infection management and patient safety. A mixed methods approach assessed students’ attitudes towards IPE, barriers and facilitators of learning, and perceived learning gains. Qualitative data from workshop evaluation forms were analysed thematically, while quantitative data were analysed descriptively and differences between medical and pharmacy cohorts analysed using unpaired two-tailed t-tests.Results 226/352 students returned the workshop evaluation forms (66% of pharmacy students, 62% of medical students). 281/352 students responded to a series of Likert scale questions on the value of interprofessional education (88% of pharmacy students, 70% of medical students). Students reported acquisition of knowledge and skills, including concepts and procedures related to infection management and antimicrobial prescribing, and the development of problem-solving and critical evaluation skills. Students reflected on their attitude towards interprofessional collaboration. They reported a greater understanding of the roles of other healthcare professionals, reflected on the importance of effective communication in ensuring patient safety, and were more confident to work in interprofessional teams after the conference. Conclusions A robust IPE event, theoretically underpinned by contact theory and developed collaboratively, achieved interprofessional learning at scale and helped develop healthcare professionals willing to collaborate across disciplines. The resources, and evaluation insights based on the 3P (presage, process, and product) model of learning and teaching, will be of value to other educators who seek to develop theoretically-sound IPE interventions.

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Teaching Anatomical Sciences to Dental Students

McHanwell

Matthan

2020

Teaching Anatomy

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Making it work: the feasibility and logistics of delivering large-scale interprofessional education to undergraduate healthcare students in a conference format

Cited by 11 publications

References 5 publications

Designing and evaluating an interprofessional education conference approach to antimicrobial education

Designing and evaluating an interprofessional education conference approach to antimicrobial education

Designing and evaluating an interprofessional education conference approach to antimicrobial education

Teaching Anatomical Sciences to Dental Students

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