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Related Experiment Video

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Author Spotlight: Evaluating Clinicians' Adoption of Ultrasound-Guided Vascular Cannulation Through Simulation Training
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Building Interprofessional Competencies Through a Collaborative Prescribing Activity With Osteopathic, Pharmacy, and

Veronica Vernon1,2, Brian W Skinner3,2, Patricia S Devine4

  • 1Assistant Professor, Department of Pharmacy Practice, Butler University College of Pharmacy and Health Sciences.

Mededportal : the Journal of Teaching and Learning Resources
|July 3, 2024
PubMed
Summary

Interprofessional education improved medical, physician assistant, and pharmacy students' collaborative prescribing skills. This virtual activity enhanced communication and reduced potential medication errors through practice and discussion.

Keywords:
Case-Based LearningCommunication SkillsInterdisciplinary MedicineInterprofessional EducationOnline/Distance LearningPractice ManagementPrescription Writing

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Area of Science:

  • Medical Education
  • Interprofessional Collaboration
  • Patient Safety

Background:

  • Medication errors pose significant risks, with nearly half originating during prescription writing.
  • Effective interprofessional communication and collaboration are crucial for mitigating these errors.

Purpose of the Study:

  • To assess the impact of a virtual interprofessional education activity on students' collaborative prescribing competencies.
  • To enhance communication and teamwork skills among future healthcare professionals.

Main Methods:

  • A 60-minute virtual, three-part educational activity involving medical, physician assistant, and pharmacy students.
  • Activities included prescription review, professional role discussion, and error identification exercises.
  • Learner perceptions were measured using the Interprofessional Collaborative Competency Attainment Survey (ICCAS).

Main Results:

  • A 90% response rate from 317 participants (151 medical, 68 physician assistant, 98 pharmacy students).
  • Statistically significant increases (p < .001) were reported across all 20 ICCAS survey questions.
  • Participants showed enhanced confidence in virtual collaboration and telehealth skills.

Conclusions:

  • The virtual interprofessional education activity effectively improved students' collaborative competencies in prescribing.
  • This format facilitated broader participation and introduced valuable telehealth skills.
  • Enhanced interprofessional communication in prescribing can contribute to improved patient safety.