Public participation in healthcare students' education: An umbrella review.

BACKGROUND: An often-hidden element in healthcare students' education is the pedagogy of public involvement, yet public participation can result in deep learning for students with positive impacts on the public who participate. OBJECTIVE: This article aimed to synthesize published literature reviews that described the impact of public participation in healthcare students' education. SEARCH STRATEGY: We searched MEDLINE, EMBASE, ERIC, PsychINFO, CINAHL, PubMed, JBI Database of Systematic Reviews and Implementation Reports, the Cochrane Database of Systematic Reviews, Database of Abstracts of Reviews of Effects and the PROSPERO register for literature reviews on public participation in healthcare students' education. INCLUSION CRITERIA: Reviews published in the last 10 years were included if they described patient or public participation in healthcare students' education and reported the impacts on students, the public, curricula or healthcare systems. DATA EXTRACTION AND SYNTHESIS: Data were extracted using a predesigned data extraction form and narratively synthesized. MAIN RESULTS: Twenty reviews met our inclusion criteria reporting on outcomes related to students, the public, curriculum and future professional practice. DISCUSSION AND CONCLUSION: Our findings raise awareness of the benefits and challenges of public participation in healthcare students' education and may inform future research exploring how public participation can best be utilized in higher education. PATIENT OR PUBLIC CONTRIBUTION: This review was inspired by conversations with public healthcare consumers who saw value in public participation in healthcare students' education. Studies included involved public participants, providing a deeper understanding of the impacts of public participation in healthcare students' education.

Pharmacist trainees narrow scope of interprofessional collaboration and communication in hospital practice.

Early curricular exposure to interprofessional education (IPE) is intended to acclimatize health professional trainees to shared-care in the practice settings they will ultimately join. However, IPE activities typically reside outside actual organizational and social systems in which interprofessional care is delivered. We aimed to explore how pharmacist trainees experience collaborator and communicator competency roles during team-based workplace-based learning. Participants maintained written diaries reflecting on interprofessional collaboration and communication during an eight-week hospital clerkship. Diary entries and transcripts from semi-structured follow-up interviews were analyzed from the social constructivist perspective using reflective thematic analysis. Participant accounts of on-ward activities represented most collaborator and communicator roles outlined in pharmacy and interprofessional competency frameworks, but were predominantly between the pharmacist trainee and physicians. Pharmacist trainees did not routinely engage with other health professions on a daily basis. Additionally, reported encounters with other team members were typically information exchanges and not episodes of authentic interdependent or shared care. Interactions were almost completely devoid of perceived interpersonal or role conflict. These findings offer insight into how pharmacist trainees perceive and develop competencies for team-based care. Further work is required to understand how such limited scope of interprofessional communication and collaboration might ultimately impair quality patient care.

A systematic review of the use of simulation and reflection as summative assessment tools to evaluate student outcomes following interprofessional education activities.

Despite the increasing emphasis on interprofessional education (IPE) in curricula and the potential benefits for student learning, there appears to be a lack of evidence directing authentic and accurate assessment of student-learning outcomes and translation of assessment data into scores and grades. Given the increasing importance of reflection and simulation in IPE, the purpose of this systematic review was to identify, appraise, and synthesize published literature using reflection and simulation as summative assessment tools to evaluate student outcomes following IPE activities. The Crowe Critical Appraisal Tool was used to appraise the included articles for quality. This systematic review yielded only five studies of marginal quality that could highlight the limited rigorous use of either reflection or simulation for summative assessment purposes. This review has identified a need for summative IPE assessment alongside formative assessments. Furthermore, training needs to be offered to both faculty assessors, to ensure they are competent and results are reproducible, and students, to equip them with the knowledge, critical thinking skills, and attitude for becoming reflective practitioners who are able to practice interprofessionally. The assessment of IPE remains a challenge, and there is a clear gap in the literature where research needs to grow.

Team member expectations of trainee communicator and collaborator competencies - so shines a good deed in a weary world?

BACKGROUND: Workplace-based assessment may be further optimized by drawing upon the perspectives of multiple assessors, including those outside the trainee's discipline. Interprofessional competencies like communication and collaboration are often considered suitable for team input. AIM: We sought to characterize multidisciplinary expectations of communicator and collaborator competency roles. METHODS: We adopted a constructivist grounded theory approach to explore perspectives of multidisciplinary team members on a clinical teaching unit. In semi-structured interviews, participants described expectations for competent collaboration and communication of trainees outside their own discipline. Data were analyzed to identify recurring themes, underlying concepts and their interactions using constant comparison. RESULTS: Three main underlying perspectives influenced interprofessional characterization of competent communication and collaboration: (1) general expectations of best practice; (2) specific expectations of supportive practice; and (3) perceived commitment to teaching practice. However, participants seemingly judged trainees outside their discipline according to how competencies were exercised to advance their own professional patient care decision-making, with minimal attention to the trainee's specific skillset demonstrated. CONCLUSION: While team members expressed commitment to supporting interprofessional competency development of trainees outside their discipline, service-oriented judgement of performance loomed large. The potential impact on the credibility of multidisciplinary sources for workplace-based assessment requires consideration.

Views and experiences of decision-makers on organisational safety culture and medication errors.

BACKGROUND: In 2017, the World Health Organization published "Medication Without Harm, WHO Global Patient Safety Challenge," to reduce patient harm caused by unsafe medication use practices. While the five objectives emphasise the need to create a framework for action, engaging key stakeholders and others, most published research has focused on the perspectives of health professionals. The aim was to explore the views and experiences of decision-makers in Qatar on organisational safety culture, medication errors and error reporting. METHOD: Qualitative, semi-structured interviews were conducted with healthcare decision-makers (policy-makers, professional leaders and managers, lead educators and trainers) in Qatar. Participants were recruited via purposive and snowball sampling, continued to the point of data saturation. The interview schedule focused on: error causation and error prevention; engendering a safety culture; and initiatives to encourage error reporting. Interviews were digitally recorded, transcribed and independently analysed by two researchers using the Framework Approach. RESULTS: From the 21 interviews conducted, key themes were the need to: promote trust within the organisation through articulating a fair blame culture; eliminate management, professional and cultural hierarchies; focus on team building, open communication and feedback; promote professional development; and scale-up successful initiatives. There was recognition that the current medication error reporting processes and systems were suboptimal, with suggested enhancements in themes of promoting a fair blame culture and open communication. CONCLUSION: These positive and negative aspects of organisational culture can inform the development of theory-based interventions to promote patient safety. Central to these will be the further development and sustainment of a "fair" blame culture in Qatar and beyond.

Workplace-Based Assessment in Cross-Border Health Professional Education.

Construct: The globalization of healthcare has been accentuated by the export of health professional curricula overseas. Yet intact translation of pedagogies and practices devised in one cultural setting may not be possible or necessarily appropriate for alternate environments. Purposeful examination of workplace learning is necessary to understand how the source or "home" program may need adapting in the distributed or "host" setting. Background: Strategies to optimize cross-border medical education partnerships have been largely focused on elements of campus-based learning. Determining how host clinical supervisors approach assessment in experiential settings within a different culture and uphold the standards of home programs is relevant given the influence of context on trainees' demonstrated competencies. In this mixed-methods study, we sought to explore assessor judgments of student workplace-based performance made by preceptors sharing a pharmacy curriculum in Canada and Qatar. Approach: Using modified Delphi consensus technique, we asked clinical supervisors in Canada (n = 18) and in Qatar (n = 14) to categorize trainee performance as described in 16 student vignettes. The proportion of ratings for three levels of expectation (exceeds, meets, or below) was calculated and within-country group consensus achieved if the level of agreement reached 80%. Between-country group comparisons were measured using a chi-square statistic. We then conducted follow-up semi-structured interviews to gain further perspectives and clarify assessor rationale. Transcripts were analyzed using thematic content analysis. Results: The threshold for between-country group differences in assessor impressions was met for only two of the 16 student vignettes. Compared to Canadian clinical supervisors, relatively more preceptors in Qatar judged one described student as meets rather than exceeds expectations and one as meets rather than falls below expectations. Analysis of follow-up interviews exploring how culture may inform variations in assessor judgments identified themes associated with the profession, organization, learner, and supervisor performance theories but not their particular geographic context. Clinical supervisors in both countries were largely aligned in expectations of student knowledge, skills, and behaviors demonstrated in patient care and multidisciplinary team interactions. Conclusions: Our study demonstrated that variation in student assessment was more frequent among clinical supervisors within the same national context than any differences identified between the two countries. In these program settings, national sociocultural norms did not predict global assessor impressions or competency-specific judgments; instead, professional and organizational cultures were more likely to inform student characterizations of performance in workplace-based settings. Further study situated within the specific experiential learning contexts of cross-border health professional curricula is assuredly warranted.

Communicating medication risk to cardiovascular patients in Qatar.

Purpose Patient safety is gaining prominence in health professional curricula. Patient safety must be complemented by teaching and skill development in practice settings. The purpose of this paper is to explore how experienced pharmacists identify, prioritize and communicate adverse drug effects to patients. Design/methodology/approach A focus group discussion was conducted with cardiology pharmacy specialists working in a Doha hospital, Qatar. The topic guide sought to explore participants' views, experiences and approaches to educating patients regarding specific cardiovascular therapy safety and tolerability. Discussions were audio-recorded and transcribed verbatim. Data were coded and organized around identified themes and sub-themes. Working theories were developed by the three authors based on relevant topic characteristics associated with the means in which pharmacists prioritize and choose adverse effect information to communicate to patients. Findings Nine pharmacists participated in the discussion. The specific adverse effects prioritized were consistent with the reported highest prevalence. Concepts and connections to three main themes described how pharmacists further tailored patient counseling: potential adverse effects and their perceived importance; patient encounter; and cultural factors. Pharmacists relied on initial patient dialogue to judge an individual's needs and capabilities to digest safety information, and drew heavily upon experience with other counseling encounters to further prioritize this information, processes dependent upon development and accessing exemplar cases. Originality/value The findings underscore practical experience as a critical instructional element of undergraduate health professional patient safety curricula and for developing associated clinical reasoning.

Nephroprotective Effects of Metformin in Diabetic Nephropathy.

Metformin, a well-known anti-diabetic agent, is very effective in lowering blood glucose in patients with type 2 diabetes with minimal side-effects. Metformin is also being recommended in the treatment of obesity and polycystic ovary syndrome. Metformin elicits its therapeutic effects mainly via activation of AMP-activated kinase (AMPK) pathway. Renal cells under hyperglycemic or proteinuric conditions exhibit inactivation of cell defense mechanisms such as AMPK and autophagy, and activation of pathologic pathways such as mammalian target of rapamycin (mTOR), endoplasmic reticulum (ER) stress, epithelial-to-mesenchymal transition (EMT), oxidative stress, and hypoxia. As these pathologic pathways are intertwined with AMPK signaling, the potential benefits of metformin therapy in patients with type 2 diabetes would extend beyond its anti-hyperglycemic effects. However, since metformin is eliminated unchanged through the kidneys and some studies have shown the incidence of lactic acidosis with its use during severe renal dysfunction, the use of metformin was contraindicated in patients with renal disease until recently. With more studies indicating the relatively low incidence of lactic acidosis and revealing the additional benefits with metformin therapy, the US FDA has now approved metformin to be administered in patients with established renal disease based on their renal function. The purpose of this review is to highlight the various mechanisms by which metformin protects renal cells that have lost its functionality in a diabetic or non-diabetic setting and to enlighten the advantages and therapeutic potential of metformin as a nephroprotectant for patients with diabetic nephropathy and other non-diabetic forms of chronic kidney disease. J. Cell. Physiol. 232: 731-742, 2017. © 2016 Wiley Periodicals, Inc.

Describing student performance: a comparison among clinical preceptors across cultural contexts.

CONTEXT: Health professional student evaluation during experiential training is notably subjective and assessor judgements may be affected by socio-cultural influences. OBJECTIVES: This study sought to explore how clinical preceptors in pharmacy conceptualise varying levels of student performance and to identify any contextual differences that may exist across different countries. METHODS: The qualitative research design employed semi-structured interviews. A sample of 20 clinical preceptors for post-baccalaureate Doctor of Pharmacy programmes in Canada and the Middle East gave personal accounts of how students they had supervised fell below, met or exceeded their expectations. Discussions were analysed following constructivist grounded theory principles. RESULTS: Seven major themes encompassing how clinical pharmacy preceptors categorise levels of student performance and behaviour were identified: knowledge; team interaction; motivation; skills; patient care; communication, and professionalism. Expectations were outlined using both positive and negative descriptions. Pharmacists typically described supervisory experiences representing a series of these categories, but arrived at concluding judgements in a holistic fashion: if valued traits of motivation and positive attitude were present, overall favourable impressions of a student could be maintained despite observations of a few deficiencies. Some prioritised dimensions could not be mapped to defined existing educational outcomes. There was no difference in thresholds for how student performance was distinguished by participants in the two regions. CONCLUSIONS: The present research findings are congruent with current literature related to the constructs used by clinical supervisors in health professional student workplace-based assessment and provide additional insight into cross-national perspectives in pharmacy. As previously determined in social work and medicine, further study of how evaluation instruments and associated processes can integrate these judgements should be pursued in this discipline.

Does faculty development influence the quality of in-training evaluation reports in pharmacy?

BACKGROUND: In-training evaluation reports (ITERs) of student workplace-based learning are completed by clinical supervisors across various health disciplines. However, outside of medicine, the quality of submitted workplace-based assessments is largely uninvestigated. This study assessed the quality of ITERs in pharmacy and whether clinical supervisors could be trained to complete higher quality reports. METHODS: A random sample of ITERs submitted in a pharmacy program during 2013-2014 was evaluated. These ITERs served as a historical control (control group 1) for comparison with ITERs submitted in 2015-2016 by clinical supervisors who participated in an interactive faculty development workshop (intervention group) and those who did not (control group 2). Two trained independent raters scored the ITERs using a previously validated nine-item scale assessing report quality, the Completed Clinical Evaluation Report Rating (CCERR). The scoring scale for each item is anchored at 1 ("not at all") and 5 ("exemplary"), with 3 categorized as "acceptable". RESULTS: Mean CCERR score for reports completed after the workshop (22.9 ± 3.39) did not significantly improve when compared to prospective control group 2 (22.7 ± 3.63, p = 0.84) and were worse than historical control group 1 (37.9 ± 8.21, p = 0.001). Mean item scores for individual CCERR items were below acceptable thresholds for 5 of the 9 domains in control group 1, including supervisor documented evidence of specific examples to clearly explain weaknesses and concrete recommendations for student improvement. Mean item scores for individual CCERR items were below acceptable thresholds for 6 and 7 of the 9 domains in control group 2 and the intervention group, respectively. CONCLUSIONS: This study is the first using CCERR to evaluate ITER quality outside of medicine. Findings demonstrate low baseline CCERR scores in a pharmacy program not demonstrably changed by a faculty development workshop, but strategies are identified to augment future rater training.

A Middle Eastern journey of integrating Interprofessional Education into the healthcare curriculum: a SWOC analysis.

BACKGROUND: Interprofessional education (IPE) is an emerging concept in the Middle East with a number of health professional degree programs continually striving to meet international accreditation requirements to enhance the quality of education and ensure high standards are maintained. Using the College of Pharmacy at Qatar University (CPH QU) as a model, this article describes the IPE initiatives coordinated through the College's IPE Committee, with representation from fourteen programs at four Healthcare institutions: Qatar University; Weill Cornell Medical College in Qatar; the University of Calgary in Qatar; and the College of North Atlantic in Qatar. These activities are based on the model proposed by the University of British Columbia across the different pharmacy professional years. Learning objectives for these initiatives were selected from the IPE shared competency domains and competency statements developed for Qatar context. METHOD: A meeting with six faculty members, who have been instrumental to designing and executing the IPE activities in the previous 2 years, was convened. Faculty members reflected on IPE activities and collaborations with other participating programs. A structured SWOC (Strengths, Weaknesses, Opportunities, Challenges) framework was used to guide discussion. The discussion was recorded and notes were taken during the meeting. Raised points were categorized into each SWOC category for the final analysis. RESULTS: Implementation of IPE program is a major undertaking with a number of challenges that require invested time to overcome. This article highlights the importance of incorporating IPE into healthcare curricula to graduate students ready for collaborative practice in the workforce. Learning objectives for IPE initiatives need to be based on shared competency domains. When developing and implementing an IPE program it is necessary to align activities under a strong theoretical framework. This should be done under the leadership of an IPE steering group or committee to oversee the integration of IPE into the healthcare curriculum. CONCLUSION: The article presents many lessons learned through IPE implementation that are relevant to other academic institutions keen to incorporate IPE into their programs and also provides a successful model for integrating IPE into healthcare curricula.

Cross-national analysis of estimated narcotic utilization for twelve Arabic speaking countries in the Middle East.

BACKGROUND: Access to narcotics has been described as suboptimal in the Middle East. The objectives of this study were to characterize estimated narcotic use in twelve Arabic-speaking nations and compare across world regions. METHODS: This was a population-based cross-sectional analysis of estimated average consumption of narcotic drugs in defined daily doses per million inhabitants, as provided by the International Narcotics Control Board Technical Reports (2008-2012). Five years of data (2008-2012) were extracted from reports for 12 Arabic-speaking countries: Lebanon, Jordan, Syria, Qatar, United Arab Emirates, Saudi Arabia, Oman, Bahrain, Kuwait, Iraq, Egypt, and Yemen. Data were also obtained for world regions. RESULTS: In 2012, Bahrain and Kuwait had the highest estimates (364 and 352 defined daily doses per million inhabitants per day, respectively), while Yemen and Iraq had the lowest (9 and 6 defined daily doses per million inhabitants per day, respectively). North America, Oceania, and Europe had the highest rates (32,264, 9978, and 7937 defined daily doses per million inhabitants per day, respectively), while Arabic-Countries were only ahead of Africa and Central America (128, 91, 87 defined daily doses per million inhabitants per day, respectively). CONCLUSIONS: Great variability was observed in estimates between 12 Arabic countries and even larger disparity when Arabic-Countries were benchmarked against world regions, suggesting a need for future studies to determine reasons for these discrepancies.

Interprofessional impressions among nursing and pharmacy students: a qualitative study to inform interprofessional education initiatives.

BACKGROUND: Medical care is increasingly complex and must draw upon the distinct, yet complementary skills of various health disciplines. Healthcare student integration through interprofessional education (IPE) activity is considered one way to promote early, and subsequently sustain, the principles of teamwork. However, It has been demonstrated that each profession has distinct profession-based subcultures, or common attitudes, beliefs and values, even among undergraduate students before commencing their training. We sought to evaluate if undergraduate pharmacy and nursing student in the Middle East had similarly formed attitudes and perceptions of each others' roles. METHODS: Focus group and semi-structured interviews were conducted with undergraduate pharmacy and nursing students enrolled at Qatar University College of Pharmacy and University of Calgary - Qatar Nursing programs. An eight-question topic guide was developed following comprehensive literature review of reports of other interdisciplinary assessments (either quantitative and qualitative). Working theories were drawn by the two primary investigators based on relevant topic characteristics such as expressed roles and purposes for interacting with one other, patients, and physicians, to develop explanatory constructs for the findings and identify patterns in the data. Qualitative analysis of interviews were supported by NVivo10 (©) (QSR International 2013) software. RESULTS: One shared themes across both health professional groups evolved during data analysis: perceptions of collaborative roles. Discipline specific themes included pharmacist knowledge and visibility (nursing students) and nurses as informants and roles in total patient care (pharmacy students). As expected, students with little or no curricular-based structured experiential training yet largely drew upon personal experiences, whereas senior students, who did have some amount of professional context, often mirrored those that have been found in other studies investigating this interdisciplinary partnership in the clinical setting. Basic understanding of one another's roles were exhibited, but tended to closely follow traditional scripts that are particularly pervasive in the Middle East. CONCLUSION: Concepts arising from our work reinforces the importance of reaching interdisciplinary understanding through assorted formal and informal exposures and can inform ways in which future IPE initiatives can be developed among the various health professional training programs.

Multidisciplinary members' perspectives on a pharmacist joining a rheumatology practice team.

BACKGROUND: Pharmacist participation in chronic disease management benefits patients in many ambulatory settings. We explored the attitudes and perceptions among multidisciplinary members of a rheumatology team towards the skills and responsibilities of a pharmacist joining their practice. METHODS: The physicians, nurse, physiotherapist and staff of a rheumatology clinic were invited to participate in focus group and semistructured interviews. Practice members also completed an inventory of perceived health professional roles in the medication use process. RESULTS: Discussions with 2 physicians, a nurse, physiotherapist and 1 office administrator were conducted. Concepts related to 3 key themes included positively viewed pharmacist roles broadly related to activities that encompass provision of medication-related services for the patients, the providers and the practice. Examples of such care included educational tasks related to therapies (rheumatological and otherwise) and maintenance of accurate drug histories. These findings were reflected in high scores for perceived pharmacist roles in education and medication review responsibilities using the Medication Use Processes Matrix instrument. Most members were not comfortable with pharmacists conducting physical assessments and emphasized the need for a team member who could adapt to variations in workflow preferences across rheumatologists in the practice. INTERPRETATION: Perceived pharmacist roles expressed by existing rheumatology team members were largely consistent with the scope of pharmacist knowledge, skills and responsibilities in primary care. CONCLUSION: Overall, existing multidisciplinary staff exhibited favourable attitudes towards a pharmacist joining their practice setting. Data from this job analysis exercise were used to inform the development of a job description for a rheumatology clinical pharmacist.

Diabetes patient management by pharmacists during Ramadan.

BACKGROUND: Many Muslim diabetes patients choose to participate in Ramadan despite medical advice to the contrary. This study aims to describe Qatar pharmacists' practice, knowledge, and attitudes towards guiding diabetes medication management during Ramadan. METHODS: A cross-sectional descriptive study was performed among a convenience sample of 580 Qatar pharmacists. A web-based questionnaire was systematically developed following comprehensive literature review and structured according to 4 main domains: subject demographics; diabetes patient care experiences; knowledge of appropriate patient care during Ramadan fasting; and attitudes towards potential pharmacist responsibilities in this regard. RESULTS: In the 3 months prior to Ramadan (July 2012), 178 (31%) pharmacists responded to the survey. Ambulatory (103, 58%) and inpatient practices (72, 41%) were similarly represented. One-third of pharmacists reported at least weekly interaction with diabetes patients during Ramadan. The most popular resources for management advice were the internet (94, 53%) and practice guidelines (80, 45%); however only 20% were aware of and had read the American Diabetes Association Ramadan consensus document. Pharmacist knowledge scores of appropriate care was overall fair (99, 57%). Pharmacists identified several barriers to participating in diabetes management including workload and lack of private counseling areas, but expressed attitudes consistent with a desire to assume greater roles in advising fasting diabetes patients. CONCLUSION: Qatar pharmacists face several practical barriers to guiding diabetes patient self-management during Ramadan, but are motivated to assume a greater role in such care. Educational programs are necessary to improve pharmacist knowledge in the provision of accurate patient advice.

Health advocacy: A gulf between instruction and practice.

BACKGROUND: Systematic ways to teach health advocacy, an educational outcome for pharmacy graduates, is lacking. We developed a workshop to facilitate understanding and application of a novel structured framework for health advocacy and explored how pharmacy students enacted opportunities for health advocacy during subsequent outpatient experiential training. EDUCATIONAL ACTIVITY AND SETTING: A two-hour workshop was introduced for year 2 students in 2019. Its content was organized around a health advocacy framework. With patient and faculty facilitators, students worked through examples characterized into the framework's four quadrants: 1) shared advocacy "with patients" at the individual- or 2) systems-level and 3) directed advocacy "for patients" at the individual-or 4) systems-level. We then conducted a longitudinal diary study asking pharmacy students (N = 23) to reflect on opportunities to practice health advocacy skills in community pharmacy practice. A systematic, multi-coder reflexive thematic analysis of diary entries was employed. FINDINGS: Pharmacy students did not express a fulsome view of patient health advocacy and mischaracterized self-reported practice examples into inappropriate categories of the health advocacy framework. Most overemphasized usual pharmacist care as acts of health advocacy. No systems-level activities were undertaken, although isolated episodes of shared advocacy with patients were identified. SUMMARY: Lasting impacts of a health advocacy workshop in our pharmacy curriculum were not widely apparent. While longer training periods in community pharmacy practice may yield more opportunities to develop and enact this role, gaps in student conceptualization of health advocacy and inabilities to practically observe and exercise system-level advocacy are ultimately problematic for patient care.

Training for Collaborative Care: How Hospital Team Members View Pharmacy Students.

Background: Interprofessional education activities are prevalent across health professional curricula in Canada. Students develop collaborative roles through structured on-campus programming; however, the ways in which established teams engage learners in hospital settings are unknown. Objective: To explore how mixed-discipline professionals describe expectations and experiences related to collaborating with pharmacy students who join their team for training. Methods: Mixed-discipline team members of an acute medicine clinical teaching unit were interviewed according to a semistructured interview guide. Participants described encounters with pharmacy trainees and shared expectations of the students' collaborator roles in patient care. Audiorecordings of the interviews were transcribed and coded independently by 2 researchers, who synthesized the data and used the template analysis method to derive themes. Results: Fourteen team members from various disciplines were recruited. Participants' descriptions of collaborative roles were organized into 2 main themes: pharmacy students as informants and pharmacy students as a bridge. A third integrative theme, engagement, encompassed how team members described pharmacy trainees enacting these roles. Team members sought pharmacy students' medication-oriented expertise (e.g., dosing, compatibilities), and physicians often relied on the students' familiarity with study data to guide treatment choices. Nonphysicians capitalized on pharmacy student proximity to physicians to understand such decision-making and inform their own patient care. Accounts of pharmacy students' consultations with team members for patient assessments or to access other multidisciplinary knowledge were infrequent. Conclusions: Most team members' expectations of pharmacy students in terms of the collaborator role lacked routine engagement or shared decision-making. These views represent challenges to the development of skills in collaborative care in workplace-based learning, which might be addressed through intentional interprofessional exercises assigned by preceptors. Further study is required to understand the potential of practice-based interprofessional education initiatives.

Contexte: Les activités de formation interprofessionnelle sont répandues dans les programmes d'études des professionnels de la santé au Canada. Les étudiants développent des rôles collaboratifs grâce à des programmes structurés sur les campus; cependant, on ne sait pas comment les équipes de fournisseurs de soins de santé font participer les apprenants en milieu hospitalier. Objectif: Étudier comment des professionnels de disciplines variées décrivent les attentes et les expériences liées à la collaboration avec les étudiants en pharmacie qui se joignent à leur équipe pour se former. Méthodes: Les membres de l'équipe mixte d'une unité de formation clinique en médecine aiguë ont été interviewés selon un guide d'entretien semi-directif. Les participants ont décrit leurs rencontres avec des stagiaires en pharmacie et ont communiqué leurs attentes concernant les rôles collaboratifs des étudiants dans le domaine des soins aux patients. Les enregistrements audio des entretiens ont été retranscrits et codés indépendamment par 2 chercheurs qui ont synthétisé les données et utilisé la méthode d'analyse de modèles pour en dériver les thèmes. Résultats: Quatorze membres de l'équipe provenant de diverses disciplines ont été recrutés. Les descriptions des rôles collaboratifs offertes par les participants ont été organisées en 2 thèmes principaux: les étudiants en pharmacie « informateurs ¼ et les étudiants « passerelles ¼. Un troisième thème d'intégration, « l'engagement ¼, englobait la façon dont les membres de l'équipe décrivaient les stagiaires en pharmacie jouant ces rôles. Les membres de l'équipe recherchaient l'expertise des étudiants en pharmacie en matière de médicaments (par exemple, dosage, compatibilités), et les médecins s'appuyaient souvent sur leur familiarité avec les données d'études pour guider les choix de traitement. Les non-médecins tiraient parti, eux, des échanges entre les étudiants en pharmacie et les médecins pour comprendre ce processus décisionnel et informer leurs propres soins aux patients. Les comptes rendus des consultations des étudiants en pharmacie avec les membres de l'équipe pour l'évaluation des patients ou pour accéder à d'autres connaissances multidisciplinaires étaient peu fréquents. Conclusions: Les attentes de la plupart des membres de l'équipe à l'égard des étudiants en pharmacie en termes de rôle de collaborateur manquaient d'engagement de routine ou de prise de décision partagée. Ces points de vue représentent des défis pour le développement des compétences en soins collaboratifs dans l'apprentissage en milieu de travail, qui pourraient être abordés par des exercices interprofessionnels intentionnels confiés par les précepteurs. Une étude plus approfondie est nécessaire pour comprendre le potentiel des initiatives de formation interprofessionnelle fondées sur la pratique.

Real Patient Participation in Workplace-Based Assessment of Health Professional Trainees: A Scoping Review.

The aim of this scoping review is to outline the existing landscape of how real patients participate in the workplace-based assessment of trainees across diverse healthcare professions. In 2019-2020, the authors searched MEDLINE, EMBASE, CINAHL, PsycINFO, ERIC, and Web of Science databases for studies that included descriptions of experiences whereby patients received care from a health professional trainee and participated in workplace-based assessments of that trainee. Full-text articles published in English from 2009 to 2020 were included in the search. Of the 8770 studies screened; 77 full-text articles were included. Analysis showed that strategies for patient participation in workplace-based assessment varied widely. Aspects studied ranged from validation of an assessment tool to evaluation of the impact of an educational intervention on trainees' performance. Assessment of patient satisfaction was the most common approach to patient involvement. The majority of studies were conducted in North America and in the context of physician training. Formal patient participation in the assessment of health professional trainees appears heterogeneous across health professions. Gaps in the literature are evident; therefore, this review points to an inclusive approach to workplace-based assessment to ensure patient feedback of the trainees who care for them is represented.

Pathways to Developing Clinical Pharmacist Practitioners: Is There a Better Way Forward? (Path-CPP).

Background: Clinical Pharmacist Practitioners (CPPs) are independent care providers who practise to their full scope and have a positive impact on the quality of patient care. Ideally, all pharmacists in Canada would perform at this level. However, there is significant diversity in pharmacy practice across the country and among practice settings. It would be valuable to better understand how pharmacists attain CPP-level practice and what strategies might enable more pharmacists to practise at this level. Objectives: To understand the perceptions of current CPPs and stakeholders in the health care system regarding the status of the CPP role in Canada and to propose pathways that would facilitate the attainment and recognition of CPP-level practice. Methods: A qualitative study was conducted using semistructured interviews of peer-nominated CPPs and health care system stakeholders. Interviews were recorded, transcribed, and then analyzed using thematic analysis. Results: Interviews involving 13 CPPs and 6 health care system stakeholders, conducted between March and July 2020, yielded 3 theme categories related to CPP roles, each containing subthemes, and 3 distinct themes relating to pathways forward. The 3 pathway themes were the following: that a legislative solution for expanded pharmacist scope is needed, that a new degree program is not required for pharmacy in Canada, and that a unified national credential signifying high-level practice might allow for better recognition of CPPs. Conclusions: The full potential of pharmacists practising with advanced scope of practice in Canada has yet to be realized. Although significant external challenges exist, pharmacists must reframe the narrative by clearly articulating and defining their role within the Canadian health care system to increase CPP-level practice.

Contexte: Les praticiens cliniciens sont des prestataires de soins indépendants qui exercent toutes leurs compétences et ont une incidence positive sur la qualité des soins aux patients. Idéalement, tous les pharmaciens au Canada devraient exercer à ce niveau. Cependant, la pratique de la pharmacie diffère grandement au pays et selon le milieu d'exercice. Il serait utile de mieux comprendre comment les pharmaciens atteignent le niveau de pratique de praticiens clinicien et quelles stratégies pourraient permettre à davantage d'entre eux d'exercer à ce niveau. Objectifs: Comprendre les perceptions des praticiens cliniciens actuels et des parties prenantes du système de soins de santé concernant le statut du rôle des praticiens cliniciens au Canada et proposer des voies visant à faciliter la réalisation de la pratique au niveau de praticien clinicien et la reconnaissance de celle-ci. Méthodes: Une étude qualitative a été menée à l'aide d'entretiens semi-structurés avec des praticiens cliniciens désignés par leurs pairs et des parties prenantes du système de soins de santé. Les entretiens ont été enregistrés, retranscrits, puis analysés à l'aide d'une analyse thématique. Résultats: Des entretiens impliquant 13 praticiens cliniciens et 6 parties prenantes du système de soins de santé, menés entre mars et juillet 2020, ont permis de distinguer trois catégories thématiques liées aux rôles des praticiens cliniciens, chacune contenant des sous-thèmes, ainsi que trois thèmes distincts concernant les voies à suivre. Ces trois derniers thèmes étaient les suivants : la nécessité d'une solution législative pour l'élargissement du champ des compétences des pharmaciens; le fait qu'un nouveau programme diplômant ne soit pas requis pour la pharmacie au Canada; et l'idée qu'une accréditation nationale unifiée signifiant une pratique de haut niveau pourrait permettre de mieux reconnaître les praticiens cliniciens. Conclusions: Le plein potentiel des pharmaciens exerçant avec une portée de pratique avancée au Canada reste encore à réaliser. Malgré l'existence de défis externes importants, les pharmaciens doivent reformuler le récit en articulant et en définissant clairement leur rôle au sein du système de soins de santé canadien afin d'accroître la pratique au niveau de praticien clinicien.