Breaking down professional barriers: Medicine and pharmacy students learning together

Ajjawi, R; Thistlethwaite, J; Williams, K; Ryan, G; Seale, PJ; Carroll, P

Breaking down professional barriers: Medicine and pharmacy students learning together

Ajjawi, R Thistlethwaite, J Williams, K

Ryan, G Seale, PJ Carroll, P

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Publisher:: Australian and New Zealand Association for Health Professional Educators
Publication Type:: Journal Article
Citation:: FOCUS ON HEALTH PROFESSIONAL EDUCATION: A MULTI-DISCIPLINARY JOURNAL, 2010, 12 (1), pp. 1 - 10
Issue Date:: 2010-01

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Field	Value	Language
dc.contributor.author	Ajjawi, R	en_US
dc.contributor.author	Thistlethwaite, J	en_US
dc.contributor.author	Williams, K https://orcid.org/0000-0002-5094-243X	en_US
dc.contributor.author	Ryan, G	en_US
dc.contributor.author	Seale, PJ	en_US
dc.contributor.author	Carroll, P	en_US
dc.date.issued	2010-01	en_US
dc.identifier.citation	FOCUS ON HEALTH PROFESSIONAL EDUCATION: A MULTI-DISCIPLINARY JOURNAL, 2010, 12 (1), pp. 1 - 10	en_US
dc.identifier.issn	1442-1100	en_US
dc.identifier.uri	http://hdl.handle.net/10453/28487
dc.description.abstract	Background: This paper reports findings of a pilot interprofessional problem based learning (PBL) study in the faculties of Medicine and Pharmacy at the University of Sydney, New South Wales. The aim of the research was to investigate whether small group interprofessional learning activities with medical and pharmacy students can lead to: changes in attitude toward each other and toward interprofessional education (IPE); added value when learning together; and better understanding of each other's professional roles. Methods: Nineteen medical and 20 pharmacy students participated in two, 2-hour PBL tutorials focussed on conducting a Home Medicines Review. The Attitudes to Health Professionals Questionnaire (AHPQ) was used to measure attitude change pre- and postinterprofessional PBL. Paired t-tests were used to analyse pre- and post-IPE data. Focus groups were conducted with the students after the PBL sessions. These were audio-recorded, transcribed and analysed. Results: Students reported added value from the IPE experience. Pharmacy students reported a small but significant change in attitude toward the medical students on the AHPQ caring scale, rating them as more caring post-IPE (p=0.001). Although medical students rated the pharmacy students more caring after the intervention, this was not statistically significant (p=0.08). Medical students valued the pharmacy students' input and knowledge. Conclusion: There was evidence of a positive change in students' attitudes to the other profession after only two sessions. Aspects of IPE design such as explicit interprofessional learning outcomes, the use of PBL processes, and relevant learning activities were important to the success of this pilot study	en_US
dc.publisher	Australian and New Zealand Association for Health Professional Educators	en_US
dc.relation.ispartof	FOCUS ON HEALTH PROFESSIONAL EDUCATION: A MULTI-DISCIPLINARY JOURNAL	en_US
dc.title	Breaking down professional barriers: Medicine and pharmacy students learning together	en_US
dc.type	Journal Article
utslib.citation.volume	1	en_US
utslib.citation.volume	12	en_US
utslib.for	1115 Pharmacology and Pharmaceutical Sciences	en_US
utslib.for	1199 Other Medical and Health Sciences	en_US
utslib.for	1302 Curriculum and Pedagogy	en_US
utslib.for	1303 Specialist Studies in Education	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Graduate School of Health
pubs.organisational-group	/University of Technology Sydney/Strength - CHSP - Health Services and Practice
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.issue	1	en_US
pubs.volume	12	en_US

Abstract:

Background: This paper reports findings of a pilot interprofessional problem based learning (PBL) study in the faculties of Medicine and Pharmacy at the University of Sydney, New South Wales. The aim of the research was to investigate whether small group interprofessional learning activities with medical and pharmacy students can lead to: changes in attitude toward each other and toward interprofessional education (IPE); added value when learning together; and better understanding of each other's professional roles. Methods: Nineteen medical and 20 pharmacy students participated in two, 2-hour PBL tutorials focussed on conducting a Home Medicines Review. The Attitudes to Health Professionals Questionnaire (AHPQ) was used to measure attitude change pre- and postinterprofessional PBL. Paired t-tests were used to analyse pre- and post-IPE data. Focus groups were conducted with the students after the PBL sessions. These were audio-recorded, transcribed and analysed. Results: Students reported added value from the IPE experience. Pharmacy students reported a small but significant change in attitude toward the medical students on the AHPQ caring scale, rating them as more caring post-IPE (p=0.001). Although medical students rated the pharmacy students more caring after the intervention, this was not statistically significant (p=0.08). Medical students valued the pharmacy students' input and knowledge. Conclusion: There was evidence of a positive change in students' attitudes to the other profession after only two sessions. Aspects of IPE design such as explicit interprofessional learning outcomes, the use of PBL processes, and relevant learning activities were important to the success of this pilot study

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http://hdl.handle.net/10453/28487