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Author Spotlight: Evaluating Clinicians' Adoption of Ultrasound-Guided Vascular Cannulation Through Simulation Training
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Medicine Pharmacy Interprofessional Exercise Pilot: Lessons Learned.

Samuel Miller1, Elena A Wood1, Michael Fulford2

  • 1Medical College of Georgia.

Mededpublish (2016)
|December 13, 2023
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Summary
This summary is machine-generated.

This study evaluated an interprofessional education exercise for medical and pharmacy students. Pharmacy students showed greater improvements in confidence and communication, suggesting a need for balanced training in interprofessional education.

Keywords:
IPEMedicine/PharmacyUndergraduate Education

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Area of Science:

  • Health Professions Education
  • Interprofessional Collaboration
  • Medical and Pharmacy Education

Background:

  • Interprofessional Education (IPE) is increasingly integrated into health professions accreditation.
  • The Interprofessional Education Collaborative (IPEC) was formed in 2009 to advance IPE.
  • Despite a history of collaboration, formal joint curricular offerings between medicine and pharmacy programs were limited.

Purpose of the Study:

  • To develop and evaluate a collaborative medicine-pharmacy exercise to address IPE competencies.
  • To compare attitudes and perceptions toward interprofessional education and practice between medical and pharmacy students.

Main Methods:

  • An observational, cross-sectional study involving 208 third-year medical (M3) and 108 third-year pharmacy (P3) students.
  • Students collaborated on patient cases involving multiple prescriptions, discussing medications, side effects, cost, and interactions.
  • Surveys were administered post-exercise, with data analyzed in relation to IPEC competencies.

Main Results:

  • Medical students showed willingness to consult with PharmD professionals in the future (48.2% agreed, 21.2% strongly agreed).
  • Pharmacy students perceived leadership roles more frequently (56.5% vs. 27.4%, p<0.0001).
  • Pharmacy students reported greater improvements in confidence (50.0% vs. 30.2%, p=0.0014) and communication skills (48.2% vs. 28.3%, p=0.0043) compared to medical students.

Conclusions:

  • Further research is needed to ensure equitable adoption of IPE by medical and pharmacy students.
  • Emphasis should be placed on balanced training, team value, and direct patient care experiences for both disciplines.
  • Enhanced interprofessional collaboration requires face-to-face interaction and a focus on mutual respect among team members.