Interprofessional Education (IPE) and Pharmacy in the UK. A Study on IPE Activities across Different Schools of Pharmacy
Abstract
:1. Introduction
2. Methods
3. Results
3.1. Students
3.2. Activities
3.3. Barriers and Facilitators
3.4. Benefits of IPE
4. Discussion
5. Conclusions
Acknowledgments
Author Contributions
Conflicts of Interest
References
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Type of Activity | Description of Activity |
---|---|
Teamwork and personality traits | Many SOPs mentioned that they get students to examine their personality type using Myers-Briggs Type Indicator (MBTI) tests, their role in a team and factors which can affect team performance using Belbin Team Roles as a way to promote the idea of team working. Typically this is done during an “ice-breaking“ session when the different healthcare profession students first meet. |
Practice-based scenarios | In all cases there is some practice-based scenario involved in IPE. Students are typically divided into multidisciplinary groups to discuss a presented case or scenario and feedback to facilitators or professionals that may be involved in the case/scenario. The cases/scenarios have been on social care issues, professionalism, ethical dilemmas, health promotion, compromised patient safety, critical situation, and discharge meeting notes. |
IPE days/conferences | A mixture of lectures and workshops occurring over a whole day. Generally, the day is based on a particular topic or disease. For example, the start of the day usually includes an introduction to the topic (e.g alcohol misuse, safeguarding children and vulnerable adults, drug charts, transfer of care and evidence-based medicines for prescribing were mentioned) with a video and brief lectures from healthcare professionals, patients or relevant organisations. These were then typically followed by mixed professional group workshops in the afternoon. |
Peer teaching | This was mentioned by two SOPs whereby students from one profession teach other healthcare courses on topics within their specialisation. For example, in one SOP, fourth-year students teach physiotherapy students about the safe and effective use of medicines. In turn, they are taught by physiotherapy students about physical therapies. In another SOP, their students were taught by medicine and nursing students who themselves were trained in basic life support. |
Buddy systems | In one SOP, first-year MPharm students are introduced to other first-year HCC students and are placed in mixed groups to complete tasks. During their time at university they are expected to remain within their group and organise their own meetings to undertake various tasks given to them, which has the added benefit of eliminating any timetabling problems. |
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Patel, N.; Begum, S.; Kayyali, R. Interprofessional Education (IPE) and Pharmacy in the UK. A Study on IPE Activities across Different Schools of Pharmacy. Pharmacy 2016, 4, 28. https://doi.org/10.3390/pharmacy4040028
Patel N, Begum S, Kayyali R. Interprofessional Education (IPE) and Pharmacy in the UK. A Study on IPE Activities across Different Schools of Pharmacy. Pharmacy. 2016; 4(4):28. https://doi.org/10.3390/pharmacy4040028
Chicago/Turabian StylePatel, Nilesh, Shahmina Begum, and Reem Kayyali. 2016. "Interprofessional Education (IPE) and Pharmacy in the UK. A Study on IPE Activities across Different Schools of Pharmacy" Pharmacy 4, no. 4: 28. https://doi.org/10.3390/pharmacy4040028