Impact of an interprofessional course on pharmaconomists and other health professions students: A qualitative approach
DOI:
https://doi.org/10.46542/pe.2024.241.213225Keywords:
Interprofessional education, Nursing student, Pharmaconomist student, Physiotherapy student, Psychomotor therapy student, Social work studentAbstract
Background: Interprofessional education of healthcare professionals has been proposed as a strategy to enhance collaborative practice. This study is the first to explore interprofessional education involving pharmaconomist (PH) students. It aimed to identify the impact of an interprofessional course on PH and other health professions (KP) students.
Methods: During the course, KP students cooperated in groups to solve a challenge from practice, where they practiced bringing their professional competencies into play. PH students participated by listening to their preliminary ideas and giving them feedback. All students were invited to answer electronic questionnaires, and at a workshop, teachers from both colleges shared their reflections on the results. The workshop was recorded and transcribed verbatim. All data was analysed in Excel and NVivo R1.
Results: Five KP students (38%) and 27 PH students (63%) responded. Nine themes were derived, e.g., PH students’ professional confidence was boosted; KP students have underrated the competencies of PH students; it is important to know each other’s strengths and competencies.
Conclusion: PH and KP students learned more about their competencies, those of other professions, and how they can complement each other in patient care.
References
Acquavita, S. P., Lewis, M. A., Aparicio, E., & Pecukonis, E. (2014). Student perspectives on interprofessional education and experiences. Journal of Allied Health, 43(2), 31E‒36E. https://www.ingentaconnect.com/contentone/asahp/jah/2014/00000043/00000002/art00013#trendmd-suggestions
Baruth, J. M., Gentry, M. T., Rummans, T. A., Miller, D. M., & Burton, M. C. (2020). Polypharmacy in older adults: The role of the multidisciplinary team. Hospital Practice (1995), 48(sup1), 56–62. https://doi.org/10.1080/21548331.2019.1706995
Braun, V., Clarke, V., Hayfield, N., & Terry, G. (2019). Thematic analysis. In P. Liamputtong (Ed.), Handbook of research methods in health social sciences (pp. 843‒860). Springer Nature Singapore Pte Ltd. https://doi.org/10.1007/978-981-10-5251-4
Danmarks Apotekerforening. (2023). Pharmacies should be owned by pharmacists. Danish Pharmacists Association. https://www.apotekerforeningen.dk/politik/det-mener-apotekerforeningen/apoteker-skal-ejes-af-farmaceuter
Danmarks Apotekerforening. (2024). Employees at the pharmacy. Danish Pharmacists Association. https://www.apotekerforeningen.dk/apotekerne/medarbejdere-paa-apotek
Datatilsynet. (n.d.). General information about research and statistics - rights and duties. Retrieved October 20, 2023, from https://www.datatilsynet.dk/hvad-siger-reglerne/vejledning/forskning-og-statistik/generelt-om-forskning-og-statistik
Davies, L. E., Spiers, G., Kingston, A., Todd, A., Adamson, J., & Hanratty, B. (2020). Adverse outcomes of polypharmacy in older people: Systematic review of reviews. Journal of the American Medical Directors Association, 21(2), 181–187. https://doi.org/10.1016/j.jamda.2019.10.022
Dyess, A. L., Brown, J. S., Brown, N. D., Flautt, K. M., & Barnes, L. J. (2019). Impact of interprofessional education on students of the health professions: A systematic review. Journal of Educational Evaluation for Health Professions, 16, 33. https://doi.org/10.3352/jeehp.2019.16.33
El-Souri, M., Hansen, R. N., Raagaard, A. M., Søndergaard, B., & Rossing, C. (2020). Pharmacy technicians’ contribution to counselling at community pharmacies in Denmark. Pharmacy (Basel, Switzerland), 8(1), 48. https://doi.org/10.3390/pharmacy8010048
Graham, K. D., Steel, A., & Wardle, J. (2021). Embracing the complexity of primary health care: System-based tools and strategies for researching the case management process. Journal of Multidisciplinary Healthcare, 14, 2817–2826. https://doi.org/10.2147/JMDH.S327260
Green, B. N., & Johnson, C. D. (2015). Interprofessional collaboration in research, education, and clinical practice: working together for a better future. The Journal of Chiropractic Education, 29(1), 1–10. https://doi.org/10.7899/JCE-14-36
Hansen, R. N., Nørgaard, L. S., Hedegaard, U., Søndergaard, L., Servilieri, K., Bendixen, S., & Rossing, C. (2021). Integration of and visions for community pharmacy in primary health care in Denmark. Pharmacy Practice, 19(1), 2212. https://doi.org/10.18549/PharmPract.2021.1.2212
Husted, G. R., Hansen, R. N., El-Souri, M., Lorenzen, J. K., Iversen, P. B., & Rossing, C. V. (2022). What do persons with diabetes want from community pharmacies? A qualitative study. Pharmacy Practice, 20(2), 2677. https://doi.org/10.18549/PharmPract.2022.2.2677
Jorm, C., Nisbet, G., Roberts, C., Gordon, C., Gentilcore, S., & Chen, T. F. (2016). Using complexity theory to develop a student-directed interprofessional learning activity for 1220 healthcare students. BMC Medical Education, 16(1), 199. https://doi.org/10.1186/s12909-016-0717-y
Jung, H., Park, K. H., Min, Y. H., & Ji, E. (2020). The effectiveness of interprofessional education programs for medical, nursing, and pharmacy students. Korean Journal of Medical Education, 32(2), 131–142. https://doi.org/10.3946/kjme.2020.161
Kucukarslan, S. N., Peters, M., Mlynarek, M., & Nafziger, D. A. (2003). Pharmacists on rounding teams reduce preventable adverse drug events in hospital general medicine units. Archives of Internal Medicine, 163(17), 2014–2018. https://doi.org/10.1001/archinte.163.17.2014
Maharajan, M. K., Rajiah, K., Khoo, S. P., Chellappan, D. K., De Alwis, R., Chui, H. C., Tan, L. L., Tan, Y. N., & Lau, S. Y. (2017). Attitudes and readiness of students of healthcare professions towards interprofessional learning. PloS one, 12(1), e0168863. https://doi.org/10.1371/journal.pone.0168863
Ministry of Justice. (2012). Decree amending the decree on exemption from the obligation to declare certain procedures which are made for a private data controller: Order no. 410 of 09/05/2012. https://www.retsinformation.dk/Forms/R0710.aspx?id=141758
Mospan, C. M., Bright, D. R., & Eid, D. (2018). Highlighting a gap in student pharmacist training: Intraprofessional education with pharmacy technicians. Currents in Pharmacy Teaching and Learning, 10(9), 1160‒1164. https://doi.org/10.1016/j.cptl.2018.06.006
Pascucci, D., Sassano, M., Nurchis, M. C., Cicconi, M., Acampora, A., Park, D., Morano, C., & Damiani, G. (2021). Impact of interprofessional collaboration on chronic disease management: Findings from a systematic review of clinical trial and meta-analysis. Health Policy (Amsterdam, Netherlands), 125(2), 191–202. https://doi.org/10.1016/j.healthpol.2020.12.006
Rossing, C., Dam, P., Bang-Hansen, N., & Faber, N. (2017). Collaboration between municipalities and community pharmacies on health promotion - Exploring barriers and facilitators. Pharmakon, Hillerød. https://www.pharmakon.dk/media/2006/2017-07-06-fokal-fip-17.pdf
Simko, L. C., Rhodes, D. C., McGinnis, K. A., & Fiedor, J. (2017). Students’ perspectives on interprofessional teamwork before and after an interprofessional pain education course. American Journal of Pharmaceutical Education, 81(6), 104. https://doi.org/10.5688/ajpe816104
Spaulding, E. M., Marvel, F. A., Jacob, E., Rahman, A., Hansen, B. R., Hanyok, L. A., Martin, S. S., & Han, H. R. (2021). Interprofessional education and collaboration among healthcare students and professionals: a systematic review and call for action. Journal of Interprofessional Care, 35(4), 612–621. https://doi.org/10.1080/13561820.2019.1697214
Stokes, J., Guthrie, B., Mercer, S. W., Rice, N., & Sutton, M. (2021). Multimorbidity combinations, costs of hospital care and potentially preventable emergency admissions in England: A cohort study. PLoS Medicine, 18(1), e1003514. https://doi.org/10.1371/journal.pmed.1003514
Supper, I., Catala, O., Lustman, M., Chemla, C., Bourgueil, Y., & Letrilliart, L. (2015). Interprofessional collaboration in primary health care: A review of facilitators and barriers perceived by involved actors. Journal of Public Health, 37(4), 716–727. https://doi.org/10.1093/pubmed/fdu102
Tsakitzidis, G., Timmermans, O., Callewaert, N., Truijen, S., Meulemans, H., & Van Royen, P. (2015). Participant evaluation of an education module on interprofessional collaboration for students in healthcare studies. BMC Medical Education, 15, 188. https://doi.org/10.1186/s12909-015-0477-0
van Diggele, C., Roberts, C., & Haq, I. (2021). Optimising student-led interprofessional learning across eleven health disciplines. BMC Medical Education, 21(1), 1‒18. https://doi.org/10.1186/s12909-021-02527-9
WHO. (2010). Framework for Action on Interprofessional Education & Collaborative Practice. http://apps.who.int/iris/bitstream/handle/10665/70185/WHO_HRH_HPN_10.3_eng.pdf;jsessionid=D51A882D17701CB292E221007CD8A29E?sequence=1
World Medical Association. (2022). WMA Declaration of Helsinki - Ethical principles for medical research involvning human subjects. https://www.wma.net/policies-post/wma-declaration-of-helsinki-ethical-principles-for-medical-research-involving-human-subjects/
