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Interprofessional peer teaching: The value of a pharmacy student-led pharmacology course for physical therapy students.
Hsia, Stephanie; Tran, Dan N; Beechinor, Ryan; Gahbauer, Alice; Fitzsimmons, Amber; Brock, Tina.
Afiliação
  • Hsia S; Department of Clinical Pharmacy, University of California, San Francisco School of Pharmacy, San Francisco, CA 94143, United States. Electronic address: stephanie.hsia@ucsf.edu.
  • Tran DN; Purdue University College of Pharmacy, Indianapolis, IN, United States; Department of Pharmacy Practice, University of Charleston School of Pharmacy, Charleston, WV, United States. Electronic address: tran87@purdue.edu.
  • Beechinor R; UC Davis Comprehensive Cancer Center, Sacramento, CA, United States. Electronic address: RBeechinor@ucdavis.edu.
  • Gahbauer A; Department of Pharmacy Practice, University of Charleston School of Pharmacy, Charleston, WV, United States. Electronic address: alicegahbauer@ucwv.edu.
  • Fitzsimmons A; Department of Physical Therapy and Rehabilitation Science, Department of Anatomy, University of California San Francisco, San Francisco, CA, United States. Electronic address: amber.fitzsimmons@ucsf.edu.
  • Brock T; Monash University, Melbourne, Australia. Electronic address: tina.brock@monash.edu.
Curr Pharm Teach Learn ; 12(10): 1252-1257, 2020 10.
Article em En | MEDLINE | ID: mdl-32739063
ABSTRACT

BACKGROUND:

This report describes the creation, implementation, and evaluation of an interprofessional pharmacy student-led pharmacology course for physical therapy students. The course was designed using a flipped classroom model and a peer-assisted learning framework. INTERPROFESSIONAL EDUCATION ACTIVITY We describe the development, design, assessment, and evaluation of a pharmacy student-led pharmacology course for physical therapy students. This report focuses specifically on the interprofessional aspect of the course, which was measured using the student perceptions of physician-pharmacist interprofessional clinical education (SPICE) instrument.

DISCUSSION:

The SPICE instrument was measured across two cohorts in 2015 and 2016. Each cohort consisted of approximately 50 physical therapy students. After implementation of the course, there were significant improvements across all three domains of the SPICE instrument interprofessional teamwork, roles/responsibilities for collaborative practice, and patient outcomes from collaborative practice (P < .01). Qualitative feedback from the physical therapy students and pharmacy student teaching assistants was positive and emphasized the benefits of interprofessional peer teaching. IMPLICATIONS Overall, this interprofessional peer teaching model effectively improved interprofessional attitudes while accomplishing didactic needs. This innovative course may serve as a model for interprofessional education in different subject areas or across other health professions programs.
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Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Assunto principal: Estudantes de Medicina / Estudantes de Farmácia Tipo de estudo: Qualitative_research Limite: Humans Idioma: En Revista: Curr Pharm Teach Learn Ano de publicação: 2020 Tipo de documento: Article

Texto completo: 1 Coleções: 01-internacional Base de dados: MEDLINE Assunto principal: Estudantes de Medicina / Estudantes de Farmácia Tipo de estudo: Qualitative_research Limite: Humans Idioma: En Revista: Curr Pharm Teach Learn Ano de publicação: 2020 Tipo de documento: Article