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Updated: Aug 6, 2026

A Novel Approach for the Administration of Medications and Fluids in Emergency Scenarios and Settings
Published on: November 9, 2016
Pharmacology education embedded within longitudinal community patient partnerships: an interprofessional approach to
Olivia Henderson1, Helen Hoye1, Skylar Whittenbarger1
1Department of Medical Education, Quillen College of Medicine, East Tennessee State University, Johnson city, TN, United States.
Abstract:
Pharmacology medical education is typically delivered in decontextualized contexts that emphasize memorization rather than application within patient care settings. Competency-based medical education frameworks increasingly emphasize observable clinical abilities related to prescribing, medication safety, and interprofessional collaboration, yet learners may have limited opportunities to practice these skills. In a longitudinal partnership between community volunteers ("patients") and health profession students that involved monthly co-learning experiences centered around health and wellness topics, medication safety was identified as a highlight for both student and patient participants. During medication reviews and discussions with patients, potential medication-related problems were identified and classified. This perspectives paper describes a longitudinal, interprofessional, patient-centered model for contextualized pharmacology education. Embedding pharmacology learning within real-world patient interactions may provide early interprofessional learners with meaningful opportunities for application of pharmacologic principles, medication safety awareness, collaborative clinical reasoning, and may facilitate development of competencies aligned with competency-based medical education frameworks.
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