Designing and evaluating an interprofessional education conference approach to antimicrobial education
- PDF / 1,438,649 Bytes
- 13 Pages / 595.276 x 790.866 pts Page_size
- 10 Downloads / 200 Views
RESEARCH ARTICLE
Open Access
Designing and evaluating an interprofessional education conference approach to antimicrobial education Clare Guilding1* , Jessica Hardisty2, Elsa Randles1, Louise Statham2, Alan Green2, Roshni Bhudia1, Charan Singh Thandi1, Andrew Teodorczuk3,4, Lesley Scott5 and Joanna Matthan6
Abstract Background: Arguably, Medical School curricula are deficient in learning opportunities related to the safe and effective use of medicines, in particular antimicrobials. Infection management is complex and multidisciplinary, and learning opportunities should reflect these principles. Aligned to the complexity of the subject matter, simulation and interprofessional based teaching are methods that can foster the collaborative skills required of future healthcare professionals. There have been calls to develop these methods in the teaching of safe prescribing and the management of infections; however, reports of such studies are limited. Methods: We developed an interprofessional education (IPE) conference for second year undergraduate medical and pharmacy students based in the North East of England. We considered contact theory in the design of three small group interprofessional workshops, on the broad themes of antimicrobial stewardship, infection management and patient safety. A mixed methods approach assessed students’ attitudes towards IPE, barriers and facilitators of learning, and perceived learning gains. Qualitative data from workshop evaluation forms were analysed thematically, while quantitative data were analysed descriptively and differences between medical and pharmacy cohorts analysed using unpaired two-tailed t-tests. Results: 226/352 students returned the workshop evaluation forms (66% of pharmacy students, 62% of medical students). 281/352 students responded to a series of Likert scale questions on the value of interprofessional education (88% of pharmacy students, 70% of medical students). Students reported acquisition of knowledge and skills, including concepts and procedures related to infection management and antimicrobial prescribing, and the development of problem-solving and critical evaluation skills. Students reflected on their attitude towards interprofessional collaboration. They reported a greater understanding of the roles of other healthcare professionals, reflected on the importance of effective communication in ensuring patient safety, and were more confident to work in interprofessional teams after the conference. (Continued on next page)
* Correspondence: [email protected] 1 School of Medical Education, Faculty of Medical Sciences, Newcastle University, Framlington Place, Newcastle Upon Tyne NE24HH, UK Full list of author information is available at the end of the article © The Author(s). 2020 Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and
Data Loading...
