Peer-led problem-based learning in interprofessional education of health professions students

Area of Science:

• Medical Education
• Pharmacy Education
• Interprofessional Education

Background:

• The role of peer teachers in interprofessional education is understudied.
• Investigating peer-teacher-led problem-based seminars' impact on student perceptions.

Purpose of the Study:

• To determine if peer-teacher-led problem-based seminars influence medical and pharmacy students' perceptions of interprofessional education.
• To identify barriers to interprofessional education involvement.

Main Methods:

• A 16-week problem-based learning seminar program for undergraduate medical and pharmacy students.
• Case-control study comparing perceptions using the Interdisciplinary Education Perception Scale (IEPS).
• Survey to assess perceived barriers to interprofessional education.

Main Results:

• Students attending seminars showed significantly higher perceptions of professional cooperation (p=0.006 for medical, p=0.02 for pharmacy).
• Common barriers reported: lack of awareness (61.5%) and time constraints (52.3%).

Conclusions:

• Peer-teacher-led seminars can enhance students' perceived need for professional cooperation.
• Awareness and time are significant barriers to interprofessional education.
• Student-led seminars are a viable method to improve interprofessional education in health professions training.