Peer Teaching in an Interprofessional Education Activity Focused on Professional Skills Development

The purpose of this study was to assess the impact of a peer-taught interprofessional education (IPE) activity on pharmacy and physician assistant (PA) student self-assessed confidence and attitudes related to professional skills. First-year pharmacy (n = 210) and PA (n = 45) students participated in a two-hour IPE activity. Forty-five teams consisting of one PA and at least four pharmacy students completed three peer-teaching stations focused on diabetes device education, pulmonary device teaching/case workup, and physical assessment skills. Students completed a pre- and post-activity confidence survey and a post-activity attitudes survey. For pharmacy students, highest confidence gains were noted on the items related to performing a physical exam. For PA students, largest gains were noted on the items related to insulin delivery systems. Eighty-three percent of students either agreed or strongly agreed with the statement “I learned things during this IPE activity that I will implement in clinical practice.” Seventy six percent of students felt that the physical assessment station was “beneficial or very beneficial” to their learning. A vast majority of students noted the IPE activity “somewhat or definitely” enhanced their communication with other health professionals and promoted a climate of mutual respect. In conclusion, peer teaching improved student attitudes and confidence.

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Comparison of an In-Person versus a Virtual Interprofessional Education Activity Focused on Professional Communication

Pharmacy ◽

10.3390/pharmacy9020111 ◽

2021 ◽

Vol 9 (2) ◽

pp. 111

Author(s):

Tracey DelNero ◽

Deepti Vyas

Keyword(s):

Interprofessional Education ◽

Student Attitudes ◽

Healthcare Professionals ◽

Pharmacy Students ◽

Professional Communication ◽

Peer Evaluation ◽

Peer Perceptions ◽

Virtual Group ◽

Education Activity ◽

The Impact

Early provision of interprofessional education (IPE) is imperative to ensure effective communication between healthcare professionals. However, there are several barriers to offering adequate IPE, including space restrictions and lack of human resources, prompting exploration of alternative modalities. In 2019, an IPE activity was offered in person with 213 pharmacy and 45 physician assistant (PA) students participating in one-on-one team huddles focusing on managing an acutely ill patient. In 2020, the same IPE activity, including 194 pharmacy and 45 PA students, was offered virtually. Peer evaluations, an attitudes survey, and confidence surveys were administered to evaluate the impact of the IPE activity. A student t-test and descriptive statistics were utilized to analyze the data. On average, PA students in the virtual group rated their peers higher than PA students in the in-person group, with little difference in the pharmacy peer evaluation of their PA partner. Ninety percent of pharmacy students and 91% of PA students in the virtual group felt that “they learned something new regarding therapeutic management” from their partner versus 84% of pharmacy and 81% of PA students in the in-person group. In conclusion, using a virtual modality for a communications-focused IPE was not detrimental to student attitudes and did not adversely affect peer perceptions.

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Developing Physical Assessment Skills in Pharmacy Students through Participation in a Creative Movement Workshop: An Interdisciplinary Study between Pharmacy and Dance

Pharmacy ◽

10.3390/pharmacy8030142 ◽

2020 ◽

Vol 8 (3) ◽

pp. 142

Author(s):

Amber Wesner ◽

Ting-Yu Chen

Keyword(s):

Personal Space ◽

Pharmacy Students ◽

Physical Assessment ◽

Creative Movement ◽

Before And After ◽

Assessment Skills ◽

Spatial Exploration ◽

Physical Assessment Skills ◽

Interdisciplinary Study ◽

To Receive

The role a pharmacist plays in the care of patients is continually changing and expanding. Most recently, there is movement towards including pharmacists in the physical assessment of patients. We developed a creative movement workshop with the purpose of increasing students’ levels of comfort with touch, ability to interpret non-verbal mannerisms, to increase empathy for the patient, and to increase student comfort in conducting physical exams. In this interventional study, surveys were administered to third year pharmacy students, before and after the creative movement workshop, in order to assess participant’s change in level of comfort with a variety of behaviors needed to conduct effective physical assessment. The two hour workshop involved: partner stretching, mirroring, and creative spatial exploration between bodies. The 11-item survey evaluated students’ perceptions on touch, nonverbal communication, and sharing personal space. Our results showed that the level of comfort improved for the ability to give touch (p = 0.001), the ability to receive touch (p = 0.002), and the ability to share personal space (p = 0.001). Participants commented that the workshop increased their understanding of how important confidence is when performing physical assessment and reported an increased appreciation for how much non-verbal mannerisms can communicate to another. This study explores how an interdisciplinary workshop between pharmacy and dance has the potential to increase student effectiveness as future healthcare professionals, by targeting skills not often focused on within traditional pharmacy curriculums, including: sharing personal space, displaying empathy, and providing a comforting and confident touch.

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Student perspectives of an online module for teaching physical assessment skills for dentistry, dental hygiene, and pharmacy students

Journal of Interprofessional Care ◽

10.3109/13561820.2014.977380 ◽

2014 ◽

Vol 29 (4) ◽

pp. 383-385 ◽

Cited By ~ 6

Author(s):

Christine Leong ◽

Christopher Louizos ◽

Chelsea Currie ◽

Lorraine Glassford ◽

Neal M. Davies ◽

...

Keyword(s):

Dental Hygiene ◽

Student Perspectives ◽

Pharmacy Students ◽

Physical Assessment ◽

Online Module ◽

Assessment Skills ◽

Physical Assessment Skills

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UTILIZATION OF A SOCIAL MEDIA PLATFORM TO DEVELOP CONTINUING EDUCATION PROGRAMMING FOR PROMOTING NURSING PRACTICE IN CAMBODIA

Belitung Nursing Journal ◽

10.33546/bnj.714 ◽

2019 ◽

Vol 5 (2) ◽

pp. 75-82 ◽

Cited By ~ 1

Author(s):

Karen Simon Reed

Keyword(s):

Nursing Education ◽

Nursing Students ◽

Khmer Rouge ◽

Nursing Profession ◽

Physical Assessment ◽

Assessment Skills ◽

Bsn Nursing Students ◽

Addie Model ◽

Physical Assessment Skills ◽

The Impact

Background: Cambodia’s nursing profession and nursing education system continue to progress 40 years after destruction by the Khmer Rouge. The author, who has a relationship with a hospital in southern Cambodia, was asked to teach physical assessment techniques to improve patient care.Objective: This study aimed to evaluate the impact of culturally congruent physical assessment media on the knowledge-base of Cambodian nurses.Methods: This article describes two years of an on-going project designed by the author who annually recruits US based BSN nursing students to use the ADDIE model to create and record segments on physical assessment which are posted on a private You Tube channel for the limited English- speaking Cambodian nursing staff. Optional post-tests are administered by the Cambodian hospital’s nursing director.Results: Test results reflect knowledge gained on cardiac, pulmonary, and gastrointestinal physical assessment skills with means ranging from 73.55% to 95.71%. Physical assessment skills until recently were not taught in Cambodia's nursing programs. Cambodia's nursing profession is advancing and a corresponding skill set including conducting physical assessments is necessary. As a majority of the project participants did not have prior exposure to the material, a pre-test was not provided and participation in post-testing was optional. The objective was to provide useful professional educational materials at a comfortable language level for the Cambodian nurses using examples which were cultural relevant.Conclusion: The BSN students successfully developed culturally relevant educational products the Cambodian nurses the nurses found useful.

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