First do no 'pharm': Educating medical and pharmacy students on the essentials of medication management.
Adverse drug events
Interprofessional education
Medical students
Medication reconciliation
Pharmacy students
Polypharmacy
Journal
Currents in pharmacy teaching & learning
ISSN: 1877-1300
Titre abrégé: Curr Pharm Teach Learn
Pays: United States
ID NLM: 101560815
Informations de publication
Date de publication:
Sep 2019
Sep 2019
Historique:
received:
12
07
2018
revised:
13
04
2019
accepted:
15
05
2019
entrez:
2
10
2019
pubmed:
2
10
2019
medline:
15
9
2020
Statut:
ppublish
Résumé
Polypharmacy is a dilemma in modern medical practice and presents an opportunity for interprofessional collaboration. Our pilot project evaluated whether implementing an interprofessional education (IPE) session would influence awareness of interprofessional values/ethics, roles/responsibilities, communication, and teams/teamwork. A dual-institution, multi-part IPE session on medication management was implemented with medicine and pharmacy students. Part 1 consisted of a pillbox exercise whereby students simulated the patient experience of taking medications. Part 2 was an interprofessional medication reconciliation exercise with a standardized patient. After completing the session, students were asked to reflect on their experience in response to a prompt. Reflections were analyzed qualitatively for overarching themes. This pilot uniquely captured the interaction between medical and pharmacy students from neighboring institutions. After completing the IPE session, both groups of students felt they were better equipped to take a medication history, perform medication reconciliation, and understand the value of a community pharmacist. Major themes elicited from reflections included: (1) increased awareness of barriers to medication adherence, (2) increased empathy towards adults with polypharmacy, (3) appreciation for the interprofessional team, and (4) realization of the importance of medication reconciliation and patient understanding of their medications. The collaboration between institutions, located at a distance from one another, demonstrates a novel approach that can be used by others to facilitate IPE. All students gained experience interacting in an interprofessional setting simulating their future practice(s). Future studies are needed to evaluate the extent of those interactions and potential outcomes.
Sections du résumé
BACKGROUND
BACKGROUND
Polypharmacy is a dilemma in modern medical practice and presents an opportunity for interprofessional collaboration. Our pilot project evaluated whether implementing an interprofessional education (IPE) session would influence awareness of interprofessional values/ethics, roles/responsibilities, communication, and teams/teamwork.
INTERPROFESSIONAL EDUCATION ACTIVITY
UNASSIGNED
A dual-institution, multi-part IPE session on medication management was implemented with medicine and pharmacy students. Part 1 consisted of a pillbox exercise whereby students simulated the patient experience of taking medications. Part 2 was an interprofessional medication reconciliation exercise with a standardized patient. After completing the session, students were asked to reflect on their experience in response to a prompt. Reflections were analyzed qualitatively for overarching themes.
DISCUSSION
CONCLUSIONS
This pilot uniquely captured the interaction between medical and pharmacy students from neighboring institutions. After completing the IPE session, both groups of students felt they were better equipped to take a medication history, perform medication reconciliation, and understand the value of a community pharmacist. Major themes elicited from reflections included: (1) increased awareness of barriers to medication adherence, (2) increased empathy towards adults with polypharmacy, (3) appreciation for the interprofessional team, and (4) realization of the importance of medication reconciliation and patient understanding of their medications.
IMPLICATIONS
CONCLUSIONS
The collaboration between institutions, located at a distance from one another, demonstrates a novel approach that can be used by others to facilitate IPE. All students gained experience interacting in an interprofessional setting simulating their future practice(s). Future studies are needed to evaluate the extent of those interactions and potential outcomes.
Identifiants
pubmed: 31570130
pii: S1877-1297(18)30224-7
doi: 10.1016/j.cptl.2019.05.006
pii:
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
920-927Informations de copyright
Copyright © 2019 Elsevier Inc. All rights reserved.