Professional collaboration in students of Medicine Faculty and School of Nursing

Ardahan, Melek; Akçasu, Başak; Engin, Esra

doi:10.1016/j.nedt.2009.09.007

Cited by 16 publications

(18 citation statements)

References 10 publications

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“…34 In one study, however, Turkish medical students demonstrated a more positive attitude toward collaboration than did nursing students. 35 Despite the possible force of the principle of least interest, we show that prospective health professions students, the vast majority of whom aspire to become medical or dental physicians, could be influenced to become significantly more eager to collaborate with pharmacists simply through working regularly with pharmacy students to perform critical-thinking and reflection exercises in biochemistry learning teams. Whether medical and dental students can be moved in the same way will require further research.…”

Section: Discussionmentioning

confidence: 83%

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

Winkle

Cornell

Fjortoft

et al. 2013

American Journal of Pharmaceutical Education

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Objective. To determine the impact of performing critical-thinking and reflection assignments within interdisciplinary learning teams in a biochemistry course on pharmacy students' and prospective health professions students' collaboration scores. Design. Pharmacy students and prospective medical, dental, and other health professions students enrolled in a sequence of 2 required biochemistry courses. They were randomly assigned to interdisciplinary learning teams in which they were required to complete case assignments, thinking and reflection exercises, and a team service-learning project. Assessment. Students were asked to complete the Scale of Attitudes Toward Physician-Pharmacist Collaboration prior to the first course, following the first course, and following the second course. The physician-pharmacist collaboration scores of prospective health professions students increased significantly ( p,0.001). Conclusions. Having prospective health professions students work in teams with pharmacy students to think and reflect in and outside the classroom improves their attitudes toward physician-pharmacist collaboration.

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Section: Discussionmentioning

confidence: 83%

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

Winkle

Cornell

Fjortoft

et al. 2013

American Journal of Pharmaceutical Education

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“…26 However, 1 study in Turkey reported more positive attitudes toward collaboration among medical students than among nursing students. 27 It will be interesting to learn whether medical and pharmacy students' attitudes toward collaboration converge as their training proceeds.…”

Section: Discussionmentioning

confidence: 99%

Validation of an Instrument to Measure Pharmacy and Medical Students’ Attitudes Toward Physician-Pharmacist Collaboration

Winkle

Fjortoft

Hojat

2011

American Journal of Pharmaceutical Education

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Objectives. To assess the validity and reliability of an instrument to measure pharmacy students' attitudes toward physician-pharmacist collaboration, and compare those attitudes to the attitudes of medical students. Methods. One hundred sixty-six first-year pharmacy students and 77 first-year medical students at Midwestern University completed the Scale of Attitudes Toward Physician-Pharmacist Collaboration.Results. Findings confirmed the validity and reliability of the Scale of Attitudes Toward Physician-Pharmacist Collaboration in pharmacy students, as observed previously for medical students. Pharmacy students' mean score was significantly higher (56.6 6 7.2) than that of medical students (52.0 6 6.1). Maximum likelihood factoring confirmed the 3-factor solution of responsibility and accountability, shared authority, and interdisciplinary education for pharmacy students. Conclusions. The Scale of Attitudes Toward Physician-Pharmacist Collaboration can be used for the assessment of interdisciplinary educational programs, for patient outcome assessment of interprofessional collaboration, and for group comparisons. Findings that pharmacy students expressed more positive attitudes toward collaboration than medical students have implications for interdisciplinary education.Keywords: interprofessional collaboration, interprofessional education, health professions students, reliability, validity, psychometrics, attitudes INTRODUCTIONInterprofessional collaboration in patient care among US health care professionals began in World War II when medical, surgical, and nursing teams worked together to treat injured soldiers. 1 Health care providers now consider collaboration and teamwork to be an important component of professionalism 2 leading to greater patient safety 1 and better patient outcomes. 3-9 Physician-pharmacist collaboration results in improved patient self-care skills, fewer drug interactions 10,11 and medication errors, 12 and more cost-effective use of medication, 13 all of which lead to more effective drug therapy and better patient outcomes.Interdisciplinary education in medical and pharmacy colleges and schools is designed to enhance the skills that physicians and pharmacists will need to function in interprofessional health care teams. 14 These educational efforts are to ensure that all health care practitioners effectively use their specialized training and expertise to optimize patient care and improve therapeutic outcomes. For example, medical and pharmacy students at Midwestern University are taught together in several basic science and communications courses and in an introductory course entitled Health Care Issues. A collaborative relationship between pharmacists and physicians is needed more than ever because of the rapid advancements in medical and pharmaceutical sciences, occurrence of complex drug interactions, increased costs of drug-related morbidity, greater possibility of medical errors, and rapidly rising health care costs. Schellens and colleagues stated: "In view of its increasing co...

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“…This scale has been translated into several languages (e.g. Spanish, Hebrew, Persian/Farsi, Turkish, Japanese, and Chinese) and used by medical and nursing education researchers in different countries (Yildirim et al 2005;Ardahan et al 2010;Hansson et al 2010;El Sayed & Sleem 2011;Onishi et al 2012). In a review article, this scale was listed among the recommended instruments for measuring physician-nurse collaborative relationships (Daugherty & Larson 2005).…”

Section: (12) the Medical Specialty Preference Inventorymentioning

confidence: 99%

Personality assessments and outcomes in medical education and the practice of medicine: AMEE Guide No. 79

Hojat

Erdmann²,

Gonnella³

2013

Medical Teacher

120

132

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In a paradigm of physician performance we propose that both ''cognitive'' and ''noncognitive'' components contribute to the performance of physicians-in-training and in-practice. Our review of the relevant literature indicates that personality, as an important factor of the ''noncognitive'' component, plays a significant role in academic and professional performances. We describe findings on 14 selected personality instruments in predicting academic and professional performances. We question the contention that personality can be validly and reliably assessed from admission interviews, letters of recommendation, essays, and personal statements. Based on conceptual relevance and currently available empirical evidence, we propose that personality attributes such as conscientiousness and empathy should be considered among the measures of choice for the assessment of pertinent aspects of personality in academic and professional performance. Further exploration is needed to search for additional personality attributes pertinent to medical education and patient care. Implications for career counseling, assessments of professional development and medical education outcomes, and potential use as supplementary information for admission decisions are discussed.''In the physician or surgeon no quality takes rank with imperturbability [which] means coolness and presence of mind under all circumstances and the physician who has the misfortune to be without it loses rapidly the confidence of his patient.''

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Professional collaboration in students of Medicine Faculty and School of Nursing

Cited by 16 publications

References 10 publications

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

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

Validation of an Instrument to Measure Pharmacy and Medical Students’ Attitudes Toward Physician-Pharmacist Collaboration

Personality assessments and outcomes in medical education and the practice of medicine: AMEE Guide No. 79

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