Interprofessional and intraprofessional teams in a standardized patient assessment lab

Authors

  • Roy Dobson College of Pharmacy and Nutrition, University of Saskatchewan, Saskatoon, Saskatchewan, Canada
  • Jeff Taylor College of Pharmacy and Nutrition, University of Saskatchewan, Saskatoon, Saskatchewan, Canada
  • Jane Cassidy College of Pharmacy and Nutrition, University of Saskatchewan, Saskatoon, Saskatchewan, Canada
  • Doreen Walker College of Pharmacy and Nutrition, University of Saskatchewan, Saskatoon, Saskatchewan, Canada
  • Peggy Proctor School of Physical Therapy, College of Medicine, University of Saskatchewan, Saskatoon, Saskatchewan, Canada
  • Jason Perepelkin College of Pharmacy and Nutrition, University of Saskatchewan, Saskatoon, Saskatchewan, Canada

Keywords:

Interprofessional, assessment lab, pharmacy, nutrition, physical therapy, osteoporosis

Abstract

Purpose: To report on the relative quality of patient care plans produced by students working in interprofessional or intraprofessional teams, as well as student expectations and experiences working with the different collaborative models.
Methods: Students from the health disciplines of pharmacy, nutrition and physical therapy were assigned to work in one of three team types: (a) pharmacy þ nutrition þ physical therapy; (b) pharmacy þ physical therapy; or (c) pharmacy-only. The 90 min assessment lab was conducted in a professional practice lab at the College of Pharmacy and Nutrition, University of Saskatchewan. A case study approach was used with trained patient-actors role-playing a hospitalized patient newly diagnosed with a vertebral compression fracture. Together, each student team interviewed a patient-actor and developed a comprehensive care plan.
Results: Students exceeded their expectations with regard to their ability to participate in the patient interview process, develop the care plan, and communicate with the patient and other team members. The nutrition and physical therapy students exceeded their expectations more than the pharmacy students. No significant differences were found between team types as to recommendations made for calcium and vitamin D supplements, the use of a pharmacologic agent, or exercise. On average, interprofessional teams scored higher with recommendations made for pain management, patient education, patient follow-up, global assessment of the care plan, and total score obtained for the plan.
Conclusions: Pharmacy students working in teams with other health disciplines produce more complete patient care plans than pharmacy-only teams. Assessment lab activities also appear to increase student support for interprofessional teams and appreciation for contributions made by other health care professions.

References

Barr, H. (2000). Interprofessional education: 1997–2000, The UK Centre for the Advancement of Interprofessional Education

Brown, J., & Josse, R. (2002). Scientific advisory council of the osteoporosis society of Canada. 2002 clinical practice guidelines for the diagnosis and management of osteoporosis in Canada. Canadian Medical Association Journal, 167(10 Suppl), S1–S34.

Chen, T. F., Crampton, M., Krass, I., & Benrimoi, S. I. (1999). Collaboration between community pharmacists and GPs in innovative clinical services—a conceptual model. Journal of Social and Administrative Pharmacy, 16(3/4), 134–144.

Cook, G., Gerrish, K., & Clarke, C. (2001). Decision-making in teams: Issues arising from two UK evaluations. Journal of Interprofessional Care, 15(1), 141–151.

Edmunds, J., & Calnan, M. W. (2001). The reprofessionalisation of community pharmacy? An exploration of attitudes to extend roles for community pharmacists amongst pharmacists and general practitioners in the United Kingdom. Social Science and Medicine, 53, 943–955.

Elston, S., & Holloway, I. (2001). The impact of recent primary care reforms in the UK on interprofessional working in primary care centers. Journal of Interprofessional Care, 15(1), 19–27.

Farris, K. B., & Schopflocher, D. P. (1999). Between intention and behaviour: An application of community pharmacists’ assessment of pharmaceutical care. Social Science and Medicine, 49, 55 – 66.

Gilbert, L. (1995). The pharmacists’ traditional and new roles—a study of the community pharmacists in Johannesburg South Africa. Journal of Social and Administrative Pharmacy, 12(3), 125 – 131.

Long, K. A. (2001). A reality-oriented approach to interdisciplinary work. Journal of Professional Nursing, 17(6), 278–282.

McNair, R., Brown, R., Stone, N., & Sims, J. (2000). Rural interprofessional education: Promoting teamwork in primary health care education and practise. Australian Journal Rural Health, 9, S19–S26.

McPherson, K., Headrick, L., & Moss, F. (2001). Working and learning together: Good quality care depends on it, but how can we achieve it? Quality in Health Care, 10(Suppl II), ii46–ii53.

Ray, M. D. (1998). Shared borders: Achieving the goals of interdisciplinary patient care. American Journal of the Health-System Pharmacy, 55, 1369–1374.

Sheppard, C. P., Hunt, A. D., Lupton, C. A., & Begley, S. (1995).

Community pharmacists in primary care: Prospects for pharmacist-doctor collaboration. Journal of Social and Adminis- trative Pharmacy, 12(4), 181–189.

Sutter, C., & Nathan, A. (1993). The community pharmacist’s extended role: GPs’ and pharmacists’ attitudes toward collabor- ation. Journal of Social and Administrative Pharmacy, 10(2), 70–83.

Wagner, E. H. (2000). The role of patient care teams in chronic disease management. British Medical Journal, 320, 569–572.

Downloads

How to Cite

Dobson, R., Taylor, J., Cassidy, J., Walker, D., Proctor, P., & Perepelkin, J. (2018). Interprofessional and intraprofessional teams in a standardized patient assessment lab. Pharmacy Education, 7(2). Retrieved from https://pharmacyeducation.fip.org/pharmacyeducation/article/view/144

Issue

Section

Research Article