Toward Interprofessional Education of Pharmacogenomics: An Interdisciplinary Assessment

Pharmacology ◽  
2021 ◽  
pp. 1-8
Author(s):  
Alaa Yehya ◽  
Laila Matalgah
Keyword(s):  
Health Care ◽  
Interprofessional Education ◽  
Online Survey ◽  
Pharmacy Students ◽  
Previous Knowledge ◽  
Health Care Students ◽  
Related Literature ◽  
Interdisciplinary Field ◽  
Interdisciplinary Assessment ◽  
Level Of Knowledge

<b><i>Introduction:</i></b> Pharmacogenomics, which emerged from disciplines such as pharmacology and genetics, is an increasingly important interdisciplinary field of health research, as indicated by the rapid growth of related literature. The aim of this study was to evaluate knowledge among genetics and pharmacology health-care students and to evaluate their exposure to and perceptions of pharmacogenomics. <b><i>Methods:</i></b> An anonymous, 28-item online survey was distributed to medical and pharmacy students enrolled at Yarmouk University, Jordan. <b><i>Results:</i></b> The respondents (<i>n</i> = 300) had an overall moderate level of knowledge regarding genetics and pharmacology. Most respondents recognized the benefits of pharmacogenomics for therapy optimization, but they had insufficient exposure to the topic. Most respondents supported providing pharmacogenetic testing in Jordan. The most preferred educational format in pharmacogenomics was integration in pharmacology courses. <b><i>Discussion/Conclusion:</i></b> Medical and pharmacy students are becoming increasingly aware of the importance of pharmacogenomics in therapy optimization. Challenges such as the complexity of the topic and low retention of previous knowledge should be addressed to promote pharmacogenomics education. More work is needed to increase students’ exposure to pharmacogenomics information. A deeper integration of pharmacogenomics applications into pharmacology courses is proposed to emphasize applications of pharmacogenomics.

scholarly journals Differencies in the Level of Knowledge on Cervical Cancer among Health Care Students, Midwives and Patients in Serbia

2014 ◽  
Vol 15 (7) ◽  
pp. 3011-3015 ◽  
Author(s):  
Ljiljana Gojko Antic ◽  
Bosiljka Svetozar Djikanovic ◽  
Dragan Zivojin Antic ◽  
Hristos Georgios Aleksopulos ◽  
Goran Zivojin Trajkovic
Keyword(s):  
Health Care ◽  
Cervical Cancer ◽  
Health Care Students ◽  
Level Of Knowledge

scholarly journals Interprofessional Pharmacokinetics Simulation: Pharmacy and Nursing Students’ Perceptions

Pharmacy ◽  
2018 ◽  
Vol 6 (3) ◽  
pp. 70 ◽  
Author(s):  
Cheryl Cropp ◽  
Jennifer Beall ◽  
Ellen Buckner ◽  
Frankie Wallis ◽  
Amanda Barron
Keyword(s):  
Nursing Students ◽  
Student Perceptions ◽  
Interprofessional Education ◽  
Online Survey ◽  
Interprofessional Collaboration ◽  
Core Competencies ◽  
Hospital Setting ◽  
Pharmacy Students ◽  
Patient Centered ◽  
Survey Responses

Interprofessional practice between pharmacists and nurses can involve pharmacokinetic dosing of medications in a hospital setting. This study describes student perceptions of an interprofessional collaboration pharmacokinetics simulation on the Interprofessional Education Collaborative (IPEC) 2016 Core Competencies. The investigators developed a simulation activity for senior undergraduate nursing and second-year pharmacy students. Nursing and pharmacy students (n = 54, 91 respectively) participated in the simulation using medium-fidelity manikins. Each case represented a pharmacokinetic dosing consult (vancomycin, tobramycin, phenytoin, theophylline, or lidocaine). Nursing students completed head-to-toe assessment and pharmacy students gathered necessary information and calculated empiric and adjusted doses. Students communicated using SBAR (Situation, Background, Assessment, and Recommendation). Students participated in debrief sessions and completed an IRB-approved online survey. Themes from survey responses revealed meaningful perceptions in all IPEC competencies as well as themes of safety, advocacy, appreciation, and areas for improvement. Students reported learning effectively from the simulation experience. Few studies relate to this type of interprofessional education experience and this study begins to explore student perceptions of interprofessional education (IPE) in a health sciences clinical context through simulation. This real-world application of nursing and pharmacy interprofessional collaboration can positively affect patient-centered outcomes and safety.

scholarly journals The perceptions and readiness toward interprofessional education among female undergraduate health-care students at King Saud University

2016 ◽  
Vol 28 (4) ◽  
pp. 1142-1146 ◽  
Author(s):  
Einas Al-Eisa ◽  
Asma Alderaa ◽  
Arwa AlSayyad ◽  
Fatimah AlHosawi ◽  
Shahad AlAmoudi ◽  
...  
Keyword(s):  
Health Care ◽  
Interprofessional Education ◽  
Female Undergraduate ◽  
King Saud University ◽  
Health Care Students

scholarly journals Assessing the knowledge, attitude and perception on workplace readiness regarding COVID-19 among health care providers in Ethiopia—An internet-based survey

PLoS ONE ◽  
2021 ◽  
Vol 16 (3) ◽  
pp. e0247848
Author(s):  
Agazi Fitsum Gebreselassie ◽  
Abebe Bekele ◽  
Heaven Yeshaneh Tatere ◽  
Rex Wong
Keyword(s):  
Health Care ◽  
Health Care Providers ◽  
Disease Transmission ◽  
Online Survey ◽  
Care Providers ◽  
Healthcare Facilities ◽  
Workplace Readiness ◽  
Medical Supplies ◽  
Level Of Knowledge ◽  
Novel Coronavirus

Background Healthcare facilities in Ethiopia are responsible for collecting samples for testing and treating COVID-19 patients, providing COVID-19 information to staff, establishment of response teams, and provision of adequate personal protective equipment (PPE). Working at the frontlines against the pandemic, health care providers’ level of knowledge about COVID-19, attitude towards their work, and confidence in the preparedness of their facilities are essential factors in mounting a successful response. Objectives This study investigated the knowledge level of HCP in Ethiopia on this novel coronavirus, and their perspectives on whether their workplaces have sufficient preparedness to handle this disease. Methods A self-administered online survey was conducted. Results The knowledge related to COVID-19 among HCPs was high, with an overall average of 91.5%. The majority of our respondents were supportive to the government’s measures to minimize disease transmission, but most of them were also frustrated by how COVID affected their day to day lives. The majority of them were worried about contracting COVID at work and transmitting the infection to their families. Most respondents did not feel safe going to work (P<0.001). Apart from providing adequate information on COVID-19, most workplaces did not have sufficient PPE (P<000.1) and medical supplies (P<0.001). Close to 50% of respondents agreed and disagreed that their workplaces had clear protocols for handling COVID-19 (P = 0.144). Those who handled known COVID patients were more likely to agree their workplaces had clear protocols (OR = 2.69, P<0.001). Conclusion Improving supplies of PPEs and establishing a clear communicating protocol in handling COVID patients are highly recommended.

scholarly journals Internalizing Client-Centredness in Occupational Therapy Students

2014 ◽  
Vol 4 (2) ◽  
Author(s):  
Jacquie Ripat ◽  
Pamela Wener ◽  
Kendra Dobinson ◽  
Cynthia Yamamoto
Keyword(s):  
Health Care ◽  
Occupational Therapy ◽  
Interprofessional Education ◽  
Interprofessional Collaboration ◽  
First Year ◽  
Health Care Students ◽  
The Core ◽  
Occupational Therapy Students ◽  
Three Stages ◽  
Push And Pull

Background: Pre-licensure interprofessional education prepares students for collaborative client-centred practice. However, most interprofessional educational efforts are aimed at developing the collaborative component of practice. The purpose of this article is to share the findings of a study that explored occupational therapy students’ client-centred development, in order to inform other pre-licensure educators about integrating client-centredness into uni- and interprofessional education contexts.Methods and Findings: Twenty-nine participants were recruited from each of three stages assumed to be representative of occupational therapy client-centred development in each of the two years of the educational program and during the first year of practice. Semi-structured focus groups were used to capture the participants’ experiences. The core emergent theme, internalizing client-centredness, included three main processes: identifying occupational therapy as a client-centred profession, engaging in the push and pull of client-centredness, and defining self as a client-centred practitioner.Conclusions: Educators of pre-licensure health care students should deliberately focus on client-centredness in their uni- and interprofessional education curricula; the authors offer examples of curricular opportunities focused on internalizing client-centredness. Enabling health care students to internalize client-centredness may be an important aspect of developing practitioners who are prepared to enact interprofessional collaboration for client-centred practice.

scholarly journals Interprofessional Team-based Learning: Building Social Capital

2020 ◽  
Vol 7 ◽  
pp. 238212052094182
Author(s):  
Annette Burgess ◽  
Christie van Diggele ◽  
Elie Matar
Keyword(s):  
Health Care ◽  
Social Capital ◽  
Interprofessional Education ◽  
Teaching Method ◽  
Social Capital Theory ◽  
Health Care Education ◽  
Capital Theory ◽  
Health Care Students ◽  
New Graduates ◽  
Team Based Learning

Often the first-time health professionals work together is as new graduates, with a paucity of shared learning among the various health disciplines within university curricula. This is largely due to the complexities of delivering interprofessional education (IPE) and the preference of individuals to work within their established silos. With its ability to nurture collaboration among students, there is a developing trend to use team-based learning (TBL) as a teaching method to engage health care students in IPE. Using the conceptual lens of social capital theory, the purpose of this article is to provide readers with an overview and evidence for the use of TBL within the interprofessional health care education setting, highlighting the benefits and challenges.

scholarly journals Integration of Interprofessional Education Within the Didactic Aspect of Athletic Training Programs

2020 ◽  
Vol 15 (3) ◽  
pp. 168-176
Author(s):  
Sarah A. Manspeaker ◽  
Sharon D. Feld ◽  
Dorice A. Hankemeier ◽  
Jessica L. Kirby
Keyword(s):  
Health Care ◽  
Athletic Training ◽  
Clinical Education ◽  
Interprofessional Education ◽  
Training Programs ◽  
Learning Activities ◽  
Health Care Students ◽  
Time Space ◽  
Data Saturation ◽  
Didactic Curriculum

Context Accreditation competencies have been updated to include interprofessional education (IPE) as a required focus for health care students. While the development and implementation of IPE learning activities have been documented in other professions, there is a dearth of information describing didactic integration of IPE within athletic training program curricula. Objective To ascertain how IPE is being integrated within the didactic curriculum of athletic training programs. Design Consensual qualitative approach. Setting Higher education institutions with accredited professional master's athletic training programs. Patients or Other Participants Seventeen program faculty (9 women, 8 men; 1 program director, 14 clinical education coordinators, 2 other program faculty) shared their perspectives on integrating IPE. Data Collection and Analysis Semistructured phone interviews were used. All interviews were digitally recorded and transcribed. Upon achievement of data saturation, a consensual qualitative analysis approach was employed to determine themes. Data trustworthiness was achieved through triangulation, member checking, and use of an external auditor. Results More than half of the programs represented in this study (11 of 17) report that IPE activities are a required component of their didactic curriculum. Themes for integration of IPE include delivery methods, educational content and objectives, assessment, and logistics. Sample IPE activities include case-based discussions, dedicated IPE courses, online modules, and simulation. Conclusions Integration of IPE into the curriculum requires logistical considerations such as determining which health care disciplines to include, resources available (time, space, personnel), as well as overall institutional support. Program faculty in our study described varied methods to deliver IPE learning activities that meet content goals and objectives. Prior to integrating IPE into an athletic training curriculum, program faculty should determine the method of delivery and what content will work to achieve the goals of relevant stakeholders. Consideration of these components for didactic integration should work to create cohesive and meaningful learning experiences.

scholarly journals Scaffolding Clinical Reasoning of Health Care Students: A Qualitative Exploration of Clinicians’ Perceptions on an Interprofessional Obstetric Ward

2020 ◽  
Vol 7 ◽  
pp. 238212052090791 ◽  
Author(s):  
Cora LF Visser ◽  
Anouk Wouters ◽  
Gerda Croiset ◽  
Rashmi A Kusurkar
Keyword(s):  
Health Care ◽  
Clinical Reasoning ◽  
Interprofessional Education ◽  
Just In Time ◽  
Peer Assisted Learning ◽  
Pedagogical Approach ◽  
Health Care Students ◽  
Care Plans ◽  
Conventional Content Analysis ◽  
Qualitative Exploration

Purpose: Interprofessional education (IPE) on a ward supports students to generate interprofessional patient care plans as a means to learn about the roles, responsibilities, and clinical reasoning of other professions. We investigated how clinicians guide the clinical reasoning of students from their own and other professions and whether clinicians from nursing, midwifery, and medicine could scaffold students from all professions, that is, by providing just-in-time and tailored support. Methods: Nine supervising clinicians from medicine, nursing, and midwifery were interviewed and a repeat interview held 3 to 15 weeks later; one nurse supervisor was interviewed only once. Using conventional content analysis, themes were identified inductively. Next, we applied an existing scaffolding framework to conceptualise how clinicians supported the clinical reasoning in an IPE setting. Results: Themes were clinicians’ interventions and intentions, results of interventions and of IPE, characteristics of students and clinicians, interactions between clinicians and students, and logistics. Clinicians applied various interventions and expressed several intentions to guide the learning of students from all professions. Clinicians stimulated students’ clinical reasoning by structuring meetings, asking students to explain their thoughts to each other and through giving group assignments. Thus, clinicians used peer-assisted learning for the students. By collaborating with other supervising clinicians regarding the form and amount of guidance to give to the students, clinicians applied peer-assisted learning for themselves as well. Conclusion: Clinicians can learn to scaffold the clinical reasoning of students from different professions, when they are provided with training, good examples, and structures. An existing scaffolding framework can serve as an overview of aims and interventions to provide just-in-time guidance to students from all professions. The scaffolding framework is useful for training clinicians and for depicting the pedagogical approach for IPE wards.

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