Interprofessional peer-assisted learning for pharmacy and physical therapy students using inhalers and inhalation devices
Abstract Background Peer-assisted learning (PAL) is exchanging knowledge between learners often from similar professional levels. Limited evidence exists on the effectiveness of PAL between different healthcare professions. The purpose of this study is to evaluate the knowledge, confidence, and perc...
| Main Authors: | , , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2023-05-01
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| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-023-04297-y |
| _version_ | 1797832046065745920 |
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| author | C. Allyson Jones Johnson Ching-hong Li Mark Hall Renette Bertholet Tarek Turk Cheryl A. Sadowski |
| author_facet | C. Allyson Jones Johnson Ching-hong Li Mark Hall Renette Bertholet Tarek Turk Cheryl A. Sadowski |
| author_sort | C. Allyson Jones |
| collection | DOAJ |
| description | Abstract Background Peer-assisted learning (PAL) is exchanging knowledge between learners often from similar professional levels. Limited evidence exists on the effectiveness of PAL between different healthcare professions. The purpose of this study is to evaluate the knowledge, confidence, and perception of students engaged in an interprofessional PAL activity with pharmacy students instructing physical therapy students on the proper technique, cleaning/storage and therapeutic knowledge on inhaler devices for treatment of pulmonary conditions. Methods Pharmacy and physical therapy students completed a survey before and immediately after the PAL activity. As instructors, pharmacy students rated their experience with inhalers, their confidence if they were to assist clients on the use of inhaler devices and confidence in teaching peers. Physical therapy students completed surveys on inhaler knowledge with 10 scenario-based multiple-choice questions, and their confidence if they were to assist clients with inhaler devices. The knowledge questions were grouped into three categories: storage and cleaning of inhalers (3 questions), technique of using inhalers (4 questions), and therapeutic knowledge of drugs given by inhalation (3 questions). Results 102 physical therapy and 84 pharmacy students completed the activity and surveys. For the physical therapy students, the mean improvement of the total score for knowledge-based questions was 3.6 ± 1.8 (p < 0.001). The question with the fewest number of correct answers (13%) before the PAL activity had the highest number of correct answers post-activity (95%). Prior to the activity, no physical therapy students felt certain/very certain about their knowledge on inhalers, yet after PAL activity this proportion increased to 35%. The percent of pharmacy students reporting their confidence as “certain” and “very certain” in teaching peers increased from 46% before the activity to 90% afterwards. Pharmacy students rated the monitoring and follow-up of inhaler devices as the lowest expectation for physical therapists to play a role. Steps taken to prepare for this PAL activity were also discussed. Conclusions Interprofessional PAL can increase knowledge and confidence of healthcare students reciprocally learning and teaching in joint activities. Allowing such interactions facilitate students to build interprofessional relationships during their training, which can increase communication and collaboration to foster an appreciation for each other’s roles in clinical practice. |
| first_indexed | 2024-04-09T14:01:27Z |
| format | Article |
| id | doaj.art-c1437757ea08407383fa00750f78e7c7 |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-04-09T14:01:27Z |
| publishDate | 2023-05-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-c1437757ea08407383fa00750f78e7c72023-05-07T11:16:24ZengBMCBMC Medical Education1472-69202023-05-012311810.1186/s12909-023-04297-yInterprofessional peer-assisted learning for pharmacy and physical therapy students using inhalers and inhalation devicesC. Allyson Jones0Johnson Ching-hong Li1Mark Hall2Renette Bertholet3Tarek Turk4Cheryl A. Sadowski5Department of Physical Therapy, Faculty of Rehabilitation Medicine, University of AlbertaDepartment of Psychology, Faculty of Arts, University of ManitobaDepartment of Physical Therapy, Faculty of Rehabilitation Medicine, University of AlbertaFaculty of Pharmacy & Pharmaceutical Sciences, University of AlbertaFaculty of Medicine and Dentistry, University of AlbertaFaculty of Pharmacy & Pharmaceutical Sciences, University of AlbertaAbstract Background Peer-assisted learning (PAL) is exchanging knowledge between learners often from similar professional levels. Limited evidence exists on the effectiveness of PAL between different healthcare professions. The purpose of this study is to evaluate the knowledge, confidence, and perception of students engaged in an interprofessional PAL activity with pharmacy students instructing physical therapy students on the proper technique, cleaning/storage and therapeutic knowledge on inhaler devices for treatment of pulmonary conditions. Methods Pharmacy and physical therapy students completed a survey before and immediately after the PAL activity. As instructors, pharmacy students rated their experience with inhalers, their confidence if they were to assist clients on the use of inhaler devices and confidence in teaching peers. Physical therapy students completed surveys on inhaler knowledge with 10 scenario-based multiple-choice questions, and their confidence if they were to assist clients with inhaler devices. The knowledge questions were grouped into three categories: storage and cleaning of inhalers (3 questions), technique of using inhalers (4 questions), and therapeutic knowledge of drugs given by inhalation (3 questions). Results 102 physical therapy and 84 pharmacy students completed the activity and surveys. For the physical therapy students, the mean improvement of the total score for knowledge-based questions was 3.6 ± 1.8 (p < 0.001). The question with the fewest number of correct answers (13%) before the PAL activity had the highest number of correct answers post-activity (95%). Prior to the activity, no physical therapy students felt certain/very certain about their knowledge on inhalers, yet after PAL activity this proportion increased to 35%. The percent of pharmacy students reporting their confidence as “certain” and “very certain” in teaching peers increased from 46% before the activity to 90% afterwards. Pharmacy students rated the monitoring and follow-up of inhaler devices as the lowest expectation for physical therapists to play a role. Steps taken to prepare for this PAL activity were also discussed. Conclusions Interprofessional PAL can increase knowledge and confidence of healthcare students reciprocally learning and teaching in joint activities. Allowing such interactions facilitate students to build interprofessional relationships during their training, which can increase communication and collaboration to foster an appreciation for each other’s roles in clinical practice.https://doi.org/10.1186/s12909-023-04297-yInterprofessional educationPhysical therapyPharmacyPeersInhalers |
| spellingShingle | C. Allyson Jones Johnson Ching-hong Li Mark Hall Renette Bertholet Tarek Turk Cheryl A. Sadowski Interprofessional peer-assisted learning for pharmacy and physical therapy students using inhalers and inhalation devices BMC Medical Education Interprofessional education Physical therapy Pharmacy Peers Inhalers |
| title | Interprofessional peer-assisted learning for pharmacy and physical therapy students using inhalers and inhalation devices |
| title_full | Interprofessional peer-assisted learning for pharmacy and physical therapy students using inhalers and inhalation devices |
| title_fullStr | Interprofessional peer-assisted learning for pharmacy and physical therapy students using inhalers and inhalation devices |
| title_full_unstemmed | Interprofessional peer-assisted learning for pharmacy and physical therapy students using inhalers and inhalation devices |
| title_short | Interprofessional peer-assisted learning for pharmacy and physical therapy students using inhalers and inhalation devices |
| title_sort | interprofessional peer assisted learning for pharmacy and physical therapy students using inhalers and inhalation devices |
| topic | Interprofessional education Physical therapy Pharmacy Peers Inhalers |
| url | https://doi.org/10.1186/s12909-023-04297-y |
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