Teaching and learning effect analysis of interprofessional training programme for postgraduate pharmacists

Tags: Poster
LIN Y1, HUANG C2
1Department of Pharmacy, Tainan Municipal Hospital (Managed by Show Chwan Medical Care Corporation), 2School of Pharmacy, Chia Nan University of Pharmacy and Science

Background: insufficient communication and lack of integration between medical departments leads to many adverse events. The purpose of interprofessional education (IPE) is to educate students how to enhance their ability toward interprofessional practice (IPP) and improve healthcare outcomes for patients through teamwork.

Methods: clinical teachers and students (postgraduate pharmacists) attended together at least three consensus meetings (Figure 1) between medical departments for a patient-based situation such as non-diluted dexmedetomidine-induced hypotension (Table 1). The data about teaching and learning effect were collected with a 5-point (threshold based on expert validity as 3, Table 2~3) questionnaire between April 2012 and November 2018. The outcome of two-way feedback between clinical teachers and students was evaluated with one-sample t-test by SPSS (Statistical Product and Service Solutions) 23.0.

Results: we collected 52 questionnaires for each patient-based situation. The average score was up to 3 for teachers assessing students and up to 4 for students assessing teachers. There was an improvement in knowledge and skill with interprofessional training, for example, increased understanding of common morbidities and diseases (4.25 ± 0.65), improved communication skills with other professionals (4.12 ± 0.58), increasing the familiar to the referral process between medical departments (3.37 ± 0.60). Students' satisfaction with interprofessional training was as follows: appropriately arranged learning content (4.21 ± 0.64), meeting time (4.00 ± 0.74), and instructor qualification (4.48 ± 0.54).

Conclusion: our results indicated that interprofessional training for a patient-based situation had a positive influence on students’ ability to collaborate between medical departments. Several patient-based situations translated to IPE/IPP in our hospital were listed in a book and published as the reference for teaching materials.