A pilot study evaluating the feasibility of assessing undergraduate pharmacy and medical students interprofessional collaboration during an online interprofessional education intervention about hospital discharge
Abstract Background Interprofessional education (IPE) has been identified as a strategy towards improving competence at interprofessional working and collaboration within teams. Entrustable professional activities (EPAs) provide a framework for translating competencies into elements of clinical prac...
| Main Authors: | , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
BMC
2023-08-01
|
| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-023-04557-x |
| _version_ | 1797452214839541760 |
|---|---|
| author | Hailah Almoghirah Jan Illing Mahdi Nazar Hamde Nazar |
| author_facet | Hailah Almoghirah Jan Illing Mahdi Nazar Hamde Nazar |
| author_sort | Hailah Almoghirah |
| collection | DOAJ |
| description | Abstract Background Interprofessional education (IPE) has been identified as a strategy towards improving competence at interprofessional working and collaboration within teams. Entrustable professional activities (EPAs) provide a framework for translating competencies into elements of clinical practice, some of which in healthcare are inherently interprofessional. However, it is challenging to reconcile that entrustment decisions about student competence in an interprofessional activity are made about an individual without considering the dynamics and tensions between interprofessional team members and the task itself. This can influence students’ development and demonstration of competence at interprofessional collaboration. Methods In this study, undergraduate medical and pharmacy students worked in pairs online (Zoom) to undertake the hospital discharge process (a professional activity reliant on interprofessional collaboration) for a simulated patient, producing a hospital discharge letter and completing a consultation with the simulated patient. The online sessions were recorded and interprofessional behaviours were assessed using a validated scale completed by an interprofessional assessment team. Students undertook this IPE intervention three times after receiving feedback and a period of reflection each time. Results Eighteen students participated across the entire intervention and 27 one-hour online IPE sessions were completed and recorded. Students demonstrated statistically significant improvements in interprofessional behaviours across the three iterations (p < 0.05 for all the sessions). The discharge letter students produced also improved over the three sessions (p = 0.01). Students found the educational sessions useful and relevant. Conclusion This online IPE intervention provided the students with an authentic opportunity to work collaboratively. At the end of each iteration, students received feedback about their work as a team and about the discharge letter, helping students to reflect and purposefully develop their performance. The IPE intervention with this assessment strategy is feasible and allows student development to be captured but has proved to be time and resource intensive. |
| first_indexed | 2024-03-09T15:04:34Z |
| format | Article |
| id | doaj.art-0b7fadcf4d75401ab9d3c044d40586b5 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-03-09T15:04:34Z |
| publishDate | 2023-08-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-0b7fadcf4d75401ab9d3c044d40586b52023-11-26T13:40:44ZengBMCBMC Medical Education1472-69202023-08-012311910.1186/s12909-023-04557-xA pilot study evaluating the feasibility of assessing undergraduate pharmacy and medical students interprofessional collaboration during an online interprofessional education intervention about hospital dischargeHailah Almoghirah0Jan Illing1Mahdi Nazar2Hamde Nazar3Newcastle UniversityNewcastle UniversityBrampton Medical PracticeNewcastle UniversityAbstract Background Interprofessional education (IPE) has been identified as a strategy towards improving competence at interprofessional working and collaboration within teams. Entrustable professional activities (EPAs) provide a framework for translating competencies into elements of clinical practice, some of which in healthcare are inherently interprofessional. However, it is challenging to reconcile that entrustment decisions about student competence in an interprofessional activity are made about an individual without considering the dynamics and tensions between interprofessional team members and the task itself. This can influence students’ development and demonstration of competence at interprofessional collaboration. Methods In this study, undergraduate medical and pharmacy students worked in pairs online (Zoom) to undertake the hospital discharge process (a professional activity reliant on interprofessional collaboration) for a simulated patient, producing a hospital discharge letter and completing a consultation with the simulated patient. The online sessions were recorded and interprofessional behaviours were assessed using a validated scale completed by an interprofessional assessment team. Students undertook this IPE intervention three times after receiving feedback and a period of reflection each time. Results Eighteen students participated across the entire intervention and 27 one-hour online IPE sessions were completed and recorded. Students demonstrated statistically significant improvements in interprofessional behaviours across the three iterations (p < 0.05 for all the sessions). The discharge letter students produced also improved over the three sessions (p = 0.01). Students found the educational sessions useful and relevant. Conclusion This online IPE intervention provided the students with an authentic opportunity to work collaboratively. At the end of each iteration, students received feedback about their work as a team and about the discharge letter, helping students to reflect and purposefully develop their performance. The IPE intervention with this assessment strategy is feasible and allows student development to be captured but has proved to be time and resource intensive.https://doi.org/10.1186/s12909-023-04557-xInterprofessional educationUndergraduateAssessmentCommunication skillsBehavioural changePatient outcome |
| spellingShingle | Hailah Almoghirah Jan Illing Mahdi Nazar Hamde Nazar A pilot study evaluating the feasibility of assessing undergraduate pharmacy and medical students interprofessional collaboration during an online interprofessional education intervention about hospital discharge BMC Medical Education Interprofessional education Undergraduate Assessment Communication skills Behavioural change Patient outcome |
| title | A pilot study evaluating the feasibility of assessing undergraduate pharmacy and medical students interprofessional collaboration during an online interprofessional education intervention about hospital discharge |
| title_full | A pilot study evaluating the feasibility of assessing undergraduate pharmacy and medical students interprofessional collaboration during an online interprofessional education intervention about hospital discharge |
| title_fullStr | A pilot study evaluating the feasibility of assessing undergraduate pharmacy and medical students interprofessional collaboration during an online interprofessional education intervention about hospital discharge |
| title_full_unstemmed | A pilot study evaluating the feasibility of assessing undergraduate pharmacy and medical students interprofessional collaboration during an online interprofessional education intervention about hospital discharge |
| title_short | A pilot study evaluating the feasibility of assessing undergraduate pharmacy and medical students interprofessional collaboration during an online interprofessional education intervention about hospital discharge |
| title_sort | pilot study evaluating the feasibility of assessing undergraduate pharmacy and medical students interprofessional collaboration during an online interprofessional education intervention about hospital discharge |
| topic | Interprofessional education Undergraduate Assessment Communication skills Behavioural change Patient outcome |
| url | https://doi.org/10.1186/s12909-023-04557-x |
| work_keys_str_mv | AT hailahalmoghirah apilotstudyevaluatingthefeasibilityofassessingundergraduatepharmacyandmedicalstudentsinterprofessionalcollaborationduringanonlineinterprofessionaleducationinterventionabouthospitaldischarge AT janilling apilotstudyevaluatingthefeasibilityofassessingundergraduatepharmacyandmedicalstudentsinterprofessionalcollaborationduringanonlineinterprofessionaleducationinterventionabouthospitaldischarge AT mahdinazar apilotstudyevaluatingthefeasibilityofassessingundergraduatepharmacyandmedicalstudentsinterprofessionalcollaborationduringanonlineinterprofessionaleducationinterventionabouthospitaldischarge AT hamdenazar apilotstudyevaluatingthefeasibilityofassessingundergraduatepharmacyandmedicalstudentsinterprofessionalcollaborationduringanonlineinterprofessionaleducationinterventionabouthospitaldischarge AT hailahalmoghirah pilotstudyevaluatingthefeasibilityofassessingundergraduatepharmacyandmedicalstudentsinterprofessionalcollaborationduringanonlineinterprofessionaleducationinterventionabouthospitaldischarge AT janilling pilotstudyevaluatingthefeasibilityofassessingundergraduatepharmacyandmedicalstudentsinterprofessionalcollaborationduringanonlineinterprofessionaleducationinterventionabouthospitaldischarge AT mahdinazar pilotstudyevaluatingthefeasibilityofassessingundergraduatepharmacyandmedicalstudentsinterprofessionalcollaborationduringanonlineinterprofessionaleducationinterventionabouthospitaldischarge AT hamdenazar pilotstudyevaluatingthefeasibilityofassessingundergraduatepharmacyandmedicalstudentsinterprofessionalcollaborationduringanonlineinterprofessionaleducationinterventionabouthospitaldischarge |