PGY1 Pharmacy Resident, Safeway Mid-Atlantic Division
Interprofessional education allows health professional students to gain a better understanding of their colleagues’ roles which leads to them providing more effective team-based care. However, collaborating with other health care professionals without adequate practice can be difficult. A successful team requires everyone to understand one another's perspectives and approaches to care. A 2020 study published in the American Journal of Pharmaceutical Education focused on a required workshop where fourth-year pharmacy students taught second-year medical students the basics of prescription writing1. The pharmacy students also led a case-based discussion on nonprescription drug use for third-year medical students on their family medicine rotation. Final survey results demonstrated at the end of the workshop, second-year medical students were more confident in their abilities to write prescriptions and fourth-year pharmacy students were more confident in their ability to teach prescription writing. Also, third-year medical students were more confident in their ability to access resources, make recommendations, and counsel patients regarding nonprescription drug use.
Various methods of teaching can be used for interprofessional education. The primary methods include small-group activities, simulation-based learning, games, role play, and case-based discussions. Currently, interprofessional education activities involving pharmacy students center on models where a faculty member or clinician serves as the teacher1. Next, pharmacy students usually work together with students from different disciplines, often medicine, to solve a clinical patient case. Overall, the current methods provide benefits to all students and do allow pharmacy students to act as the medication experts on the care team. However, pharmacy students are not acting as teachers to their peers in medicine or other disciplines during the activities1. This educational gap is something that can easily be closed. The 2020 study published in the American Journal of Pharmaceutical Education, mentioned above, is the first study to use a unique method of teaching to provide interprofessional education1. The specific method allows pharmacy students to serve as the primary teacher within an interprofessional education activity. The Educational Theory and Practice course focuses on many aspects of education including different learning strategies. A pharmacy student leading an interprofessional activity is using the social learning strategy, which is an informal but effective approach2. As demonstrated in the 2020 study, medical students were able to learn in new environments and gain innovative approaches to practice by actively participating in small group and case-based discussions with pharmacy students1. The activity allowed both medical and pharmacy students to gain a deeper understating of their colleagues' roles and responsibilities and as a result team-based care should be a more positive experience in their future practices.
Furthermore, the 2020 study published in the American Journal of Pharmaceutical Education has shown that fourth-year pharmacy students serving as teachers within interprofessional activities has a favorable impact on students’ confidence in their abilities and their perception of their role within the healthcare team1. Educators can use this information to improve interprofessional activities and implement diverse teaching roles. Part of the development stage for developing an activity is pilot testing2. Allowing pharmacy students to lead an interprofessional activity proved to be an effective pilot that will aid educators when fully implementing this model in the future. An additional 2020 study conducted in Korea demonstrated that role-play and small-group activities were popular and proved to be effective because of the interactive component3. Educators can create activities that consist of more interactive learning and less lecture-based learning for interprofessional education. Moreover, improvement can be made in the development of didactic sessions. A limitation in the 2020 study published in the American Journal of Pharmaceutical Education was that the didactic session was taught by a college of pharmacy faculty member rather than a student1. Future activities could allow fourth-year pharmacy students to lead all teaching aspects with support from a college of pharmacy faculty member.
References:
1. Allen SM, Kachlic MD, Parent-Stevens L. Pharmacy Students Teaching Prescription Writing and Nonprescription Product Selection to Medical Students. Am J Pharm Educ. 2020;84(3):6972. doi:10.5688/ajpe6972. ajpe6972.pdf (nih.gov)
2. Hodell C. ISD from the Ground up: A No-Nonsense Approach to Instructional Design. Alexandria, VA.: ATD Press; 2016.
3. Jung H, Park KH, Min YH, Ji E. The effectiveness of interprofessional education programs for medical, nursing, and pharmacy students. Korean J Med Educ. 2020;32(2):131-142. doi:10.3946/kjme.2020.161. kjme 32-2 수정(0526).hwp (nih.gov)
Various methods of teaching can be used for interprofessional education. The primary methods include small-group activities, simulation-based learning, games, role play, and case-based discussions. Currently, interprofessional education activities involving pharmacy students center on models where a faculty member or clinician serves as the teacher1. Next, pharmacy students usually work together with students from different disciplines, often medicine, to solve a clinical patient case. Overall, the current methods provide benefits to all students and do allow pharmacy students to act as the medication experts on the care team. However, pharmacy students are not acting as teachers to their peers in medicine or other disciplines during the activities1. This educational gap is something that can easily be closed. The 2020 study published in the American Journal of Pharmaceutical Education, mentioned above, is the first study to use a unique method of teaching to provide interprofessional education1. The specific method allows pharmacy students to serve as the primary teacher within an interprofessional education activity. The Educational Theory and Practice course focuses on many aspects of education including different learning strategies. A pharmacy student leading an interprofessional activity is using the social learning strategy, which is an informal but effective approach2. As demonstrated in the 2020 study, medical students were able to learn in new environments and gain innovative approaches to practice by actively participating in small group and case-based discussions with pharmacy students1. The activity allowed both medical and pharmacy students to gain a deeper understating of their colleagues' roles and responsibilities and as a result team-based care should be a more positive experience in their future practices.
Furthermore, the 2020 study published in the American Journal of Pharmaceutical Education has shown that fourth-year pharmacy students serving as teachers within interprofessional activities has a favorable impact on students’ confidence in their abilities and their perception of their role within the healthcare team1. Educators can use this information to improve interprofessional activities and implement diverse teaching roles. Part of the development stage for developing an activity is pilot testing2. Allowing pharmacy students to lead an interprofessional activity proved to be an effective pilot that will aid educators when fully implementing this model in the future. An additional 2020 study conducted in Korea demonstrated that role-play and small-group activities were popular and proved to be effective because of the interactive component3. Educators can create activities that consist of more interactive learning and less lecture-based learning for interprofessional education. Moreover, improvement can be made in the development of didactic sessions. A limitation in the 2020 study published in the American Journal of Pharmaceutical Education was that the didactic session was taught by a college of pharmacy faculty member rather than a student1. Future activities could allow fourth-year pharmacy students to lead all teaching aspects with support from a college of pharmacy faculty member.
References:
1. Allen SM, Kachlic MD, Parent-Stevens L. Pharmacy Students Teaching Prescription Writing and Nonprescription Product Selection to Medical Students. Am J Pharm Educ. 2020;84(3):6972. doi:10.5688/ajpe6972. ajpe6972.pdf (nih.gov)
2. Hodell C. ISD from the Ground up: A No-Nonsense Approach to Instructional Design. Alexandria, VA.: ATD Press; 2016.
3. Jung H, Park KH, Min YH, Ji E. The effectiveness of interprofessional education programs for medical, nursing, and pharmacy students. Korean J Med Educ. 2020;32(2):131-142. doi:10.3946/kjme.2020.161. kjme 32-2 수정(0526).hwp (nih.gov)
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