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Implementing a collaborative medicine and pharmacy educational activity in two countries.

Tina Brock1, Thao Vu1, Amudha Kadirvelu2

  • 1Faculty of Pharmacy and Pharmaceutical Sciences, Monash University , Parkville, Australia.

Medical Education Online
|June 20, 2020
PubMed
Summary
This summary is machine-generated.

Implementing interprofessional education (IPE) for medical and pharmacy students across Australia and Malaysia proved feasible. The blended learning activity improved student perceptions of roles and patient outcomes in collaborative practice.

Keywords:
Educationcurriculumeducationinstructional methodsinternationalityinterprofessional relationsmedicalpharmacy

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Area of Science:

  • Health Professions Education
  • Interprofessional Collaboration
  • Global Health Education

Background:

  • Interprofessional education (IPE) is crucial for enhancing patient care collaboration in health professions.
  • Scaling IPE faces logistical challenges, competing priorities, and complexities in multi-geographical implementations.

Purpose of the Study:

  • To describe the implementation of a large-scale, full-cohort interprofessional education activity for medical and pharmacy students.
  • To evaluate student perceptions of collaborative practice across different professions and countries.

Main Methods:

  • A 150-minute blended learning activity focused on asthma care was developed for second-year medical and pharmacy students.
  • Student perceptions were assessed using the SPICE-R2 instrument via pre- and post-activity surveys.
  • Analysis compared differences in perceptions between professions and between Australian and Malaysian campuses.

Main Results:

  • All second-year medical and pharmacy students participated across both campuses (total N=693).
  • Significant changes were observed in 8 out of 10 perception items post-activity, particularly regarding roles and patient outcomes.
  • Pre-activity surveys indicated profession-specific differences in perceptions at both Australian and Malaysian campuses.

Conclusions:

  • Interprofessional education across diverse professions and countries is achievable.
  • A locally adapted, context-sensitive approach can enhance understanding of roles and perceived patient outcomes.
  • Longitudinal IPE experiences may be necessary to foster improved perceptions of teamwork and team-based care.