This pilot supports the feasibility and impact of involving patient partners in designing pharmacy education, and includes patients as assessors in student evaluations, enabling them to co‐evaluate both knowledge and interpersonal skills in authentic scenarios.
Abstract
Patient partnership in health education promotes collaborative and humanistic care. In pharmacy education, however, this approach remains uncommon. We aimed to co‐construct and assess a teaching session on pain management and dispensing refusal, involving patients as full partners. A participatory approach was used. A first focus group (patients, educators, pharmacist, educational researcher, student) defined the curriculum's goals and key skills. A second focus group co‐developed a video of a dispensing refusal scenario. The final session, integrated into the third‐year pharmacy curriculum, used this video and Wooclap® for interaction. Student self‐efficacy and attitudes were assessed via pre/post‐questionnaires and focus group feedback. Interprofessional collaboration was analysed using D'Amour's framework. Students reported better knowledge of pain types and analgesic mechanisms, but also stronger soft skills: listening, non‐judgement, and patient support. They increasingly recognized the importance of explaining treatment and adapting strategies. The co‐construction process strengthened collaboration between team members. Patients contributed experiential knowledge to the teaching design and objectives, while professionals ensured alignment with academic standards. Interprofessional collaboration was classified as active. This pilot supports the feasibility and impact of involving patient partners in designing pharmacy education. The session improved both technical and relational competencies. Patient involvement helped shift from a provider‐centred to a partnership model. Future work should explore including patients as assessors in student evaluations, enabling them to co‐evaluate both knowledge and interpersonal skills in authentic scenarios.
The attitudes of first-year medical and physician associate (PA) students toward the team approach to care are explored and focus group data suggested that both medical and PA students agreed that their education benefitted from IPE sessions and that their ability to practice effectively as part of an interprofessional team would be enhanced as a result.
Pauline Joyce, Michelle O’Toole, Elizabeth Dolan et al.· Journal of Interprofessional...· 0 citations
Pharmacy students highly valued IPE and highlighted that an early, structured, and longitudinal integration of IPE in the curriculum is necessary to enhance collaborative competencies and professional development.
Nurul Athirah Hasdan, Ahmed Osman Ahmed Mohamed Yehia Naguib, Nor Hidayah Mohd Taufek· The Journal of pharmacy· 0 citations
It is demonstrated that a single, well-designed interprofessional simulation session can yield meaningful educational benefits, with potential downstream benefits for patient safety in critical-care environments.
Niall Brown, Samuel Wilson, Mathieu Figeys et al.· Health Education in Practice...· 0 citations
Interprofessional education (IPE) is increasingly implemented to prepare health professions students for collaborative practice. This exploratory pilot examined how medical and nursing students experienced and applied interprofessional communication and teamwork in clinical practice after a simulation based IPE session. This exploratory mixed-methods pilot study involved eight third year medical and nursing students at a Vietnamese medical university. Students completed the Students’ Perceptions of Interprofessional Clinical Education–Revised (SPICE R2) questionnaire before and after the session and submitted reflective essays 3 months later. Quantitative data were analyzed descriptively using Wilcoxon signed rank tests, and essays were examined using inductive reflexive thematic analysis. SPICE-R2 scores increased across all domains from pre- to post-test. The total median score rose from 3.90 (interquartile range [IQR], 3.83–4.38) to 4.60 (IQR, 4.40–4.83) (p=0.01). Thematic analysis generated five themes describing movement from parallel to shared care, greater use of structured communication, clearer appreciation of roles, recognition of shared responsibility for patient safety, and persisting barriers related to hierarchy and workload. This study suggests that a simulation-based IPE session can support students’ interprofessional communication and teamwork, though barriers related to hierarchy and workload persisted. Future research with larger, multi-institution samples and richer data sources is needed to understand how these skills are sustained in practice.
Hoang Minh Nguyen, Vu Quoc Huy Nguyen, M. T. Nguyen et al.· Korean Journal of Medical Ed...· 0 citations
ABSTRACT Objective: To understand the experiences of interprofessional collaborative education and practice among residents in multiprofessional health residency programs. Method: A descriptive, exploratory study with a qualitative approach. Eighteen residents enrolled in two residency programs at a Brazilian public university in the state of São Paulo participated. Data were collected through two synchronous remote meetings. The empirical data were analyzed using content analysis. Results: The themes highlighted opportunities for interprofessional education and practice, such as shared patient care, and the need to learn about and work with others. The difficulties faced by residents regarding healthcare work processes within the services were evident, as they operate under a multiprofessional framework. Final considerations: Experiences of interprofessional collaborative education and practice in multiprofessional residency programs occurred primarily in shared spaces for care and learning, fostering the development of collaborative competencies. However, organizational, pedagogical, and healthcare work process challenges still limit the consolidation of interprofessionality in training and practice.
L. C. dos Santos, Thiago da Silva Domingos, Eduardo Gabriel Cassola et al.· Revista da Escola de Enferma...· 0 citations
Introduction: The combination of patient and public involvement (PPI) and interprofessional education (IPE) is promising to help students delineate roles based on real patients’ needs; however, their integration in practice remains limited. Although the individual concepts have been studied, little is known about how stakeholders perceive PPI in IPE, leaving gaps in designing effective educational strategies. Therefore, this study aims to explore the experiences and perspectives of key stakeholders – students, academic staff members, and patient representatives – on the feasibility, (intended) learning outcomes, and requirements for the successful implementation of PPI in IPE in undergraduate healthcare education. Methods: We qualitatively explored the experiences and perspectives of each stakeholder group in separate focus groups. In total, 15 focus groups were conducted across four European countries, involving 27 academic staff members, 27 students, and 24 patient representatives, all with diverse backgrounds. Data were analyzed using thematic analysis. Results: Themes were structured by organizational levels within educational institutions to optimize uptake in practice. As for strategic considerations (align), participants noted compounded organizational complexity, which may lead to inertia – especially without institutional support. At the same time, PPI in IPE should be valued equally compared to biomedical subjects. With respect to educational design considerations, PPI in IPE helped students bridge theory and practice and decreased hierarchy. Lastly, regarding operational considerations (execute), the compounding complexity of organizing patient involvement in interprofessional education also holds true for facilitating it, as facilitators must role-model both person-centered communication and interprofessional collaboration. According to participants, learning from PPI in IPE is about unifying what cannot be separated. Discussion: Despite strong rhetorical endorsement, a lack of institutional support persists. Our findings suggest PPI in IPE as a powerful means of addressing epistemic injustice by promoting epistemic symmetry between future professionals and patients, reducing interprofessional hierarchies, and grounding interprofessional learning in real-world experiences. Strategic use of these levers may unlock the necessary institutional resources, acting as Alexander’s sword to overcome barriers and ultimately slice through the Gordian knot.
Matthijs H. Bosveld, Dante N. Mulder, Lucija Gosak et al.· Perspectives on Medical Educ...· 0 citations
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.
