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dc.contributor.authorHattingh, Laetitia
dc.contributor.authorMcGuire, T.
dc.contributor.authorRogers, Gary
dc.contributor.editorT Egan
dc.date.accessioned2017-05-03T15:28:33Z
dc.date.available2017-05-03T15:28:33Z
dc.date.issued2010
dc.date.modified2011-02-16T09:49:29Z
dc.identifier.issn14421100
dc.identifier.urihttp://hdl.handle.net/10072/35482
dc.description.abstractAims To investigate the feasibility of introducing interprofessional learning (IPL) sessions between senior medical and pharmacy students and to assess their impact. Background IPL increases students' awareness and ability to work as members of the health professional team. It may improve collaboration between prescribers and dispensers, which has been identified as crucial in achieving quality use of medicines. Method Six two-hour IPL sessions were scheduled throughout 2008, giving each medical and pharmacy student an opportunity to participate in one session. Students obtained a medical and medication history from a trained simulated patient in a pre-admission setting. Pre- and post-surveys assessed students' perceptions of their knowledge levels in relation to the clinical topic and their attitudes towards interprofessional collaboration. The post-survey also rated their 'readiness' for IPL on the Readiness for Interprofessional Learning Scale (RIPLS). Results 90 medical and 56 pharmacy students completed the surveys (93% and 88% response rates). Both groups of students showed a significant improvement in self-rated knowledge levels (P<0.0001) but neither showed significant change in attitudes concerning interprofessional collaboration. After the exercise, pharmacy students showed significantly higher RIPLS scores (mean = 3.0) than medical students (mean = 2.8, P = 0.0002). Conclusions IPL sessions improved self-perceived knowledge. Participants' generally positive attitudes towards interprofessional collaboration at enrolment did not improve further during the exercise. It is feasible to include IPL sessions as part of medical and pharmacy training but this design did not impact on attitudes to interprofessional collaboration. Key words: (3-10) Interprofessional learning, pharmacy, medicine, education, teaching, health, curriculum
dc.description.peerreviewedYes
dc.description.publicationstatusYes
dc.format.extent100410 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglish
dc.language.isoeng
dc.publisherANZAME
dc.publisher.placeAustralia
dc.publisher.urihttp://www.anzame.unsw.edu.au/journal/contents_vol12no2.html
dc.relation.ispartofstudentpublicationN
dc.relation.ispartofpagefrom48
dc.relation.ispartofpageto61
dc.relation.ispartofissue2
dc.relation.ispartofjournalFocus on Health Professional Education: A Multi-disciplinary Journal
dc.relation.ispartofvolume12
dc.rights.retentionY
dc.subject.fieldofresearchMedicine, Nursing and Health Curriculum and Pedagogy
dc.subject.fieldofresearchOther Medical and Health Sciences
dc.subject.fieldofresearchCurriculum and Pedagogy
dc.subject.fieldofresearchSpecialist Studies in Education
dc.subject.fieldofresearchcode130209
dc.subject.fieldofresearchcode1199
dc.subject.fieldofresearchcode1302
dc.subject.fieldofresearchcode1303
dc.titleInterprofessional learning sessions: Assessing the impact on medical and pharmacy students
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyGriffith Health, School of Pharmacy
gro.rights.copyright© 2010 ANZAHPE. Published version of the paper reproduced here in accordance with the copyright policy of the publisher. Personal use of this material is permitted. However, permission to reprint/republish this material for advertising or promotional purposes or for creating new collective works for resale or redistribution to servers or lists, or to reuse any copyrighted component of this work in other works must be obtained from ANZAHPE.
gro.date.issued2010
gro.hasfulltextFull Text
gro.griffith.authorHattingh, Laetitia L.
gro.griffith.authorRogers, Gary


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