wow-inequalities/02-data/intermediate/wos_sample/f3934ca4cb8da630a119118e58c0f98e-guilding-clare-and/info.yaml

abstract: 'Background Arguably, Medical School curricula are deficient in learning

  opportunities related to the safe and effective use of medicines, in

  particular antimicrobials. Infection management is complex and

  multidisciplinary, and learning opportunities should reflect these

  principles. Aligned to the complexity of the subject matter, simulation

  and interprofessional based teaching are methods that can foster the

  collaborative skills required of future healthcare professionals. There

  have been calls to develop these methods in the teaching of safe

  prescribing and the management of infections; however, reports of such

  studies are limited. Methods We developed an interprofessional education

  (IPE) conference for second year undergraduate medical and pharmacy

  students based in the North East of England. We considered contact

  theory in the design of three small group interprofessional workshops,

  on the broad themes of antimicrobial stewardship, infection management

  and patient safety. A mixed methods approach assessed students''

  attitudes towards IPE, barriers and facilitators of learning, and

  perceived learning gains. Qualitative data from workshop evaluation

  forms were analysed thematically, while quantitative data were analysed

  descriptively and differences between medical and pharmacy cohorts

  analysed using unpaired two-tailed t-tests. Results 226/352 students

  returned the workshop evaluation forms (66\% of pharmacy students, 62\%

  of medical students). 281/352 students responded to a series of Likert

  scale questions on the value of interprofessional education (88\% of

  pharmacy students, 70\% of medical students). Students reported

  acquisition of knowledge and skills, including concepts and procedures

  related to infection management and antimicrobial prescribing, and the

  development of problem-solving and critical evaluation skills. Students

  reflected on their attitude towards interprofessional collaboration.

  They reported a greater understanding of the roles of other healthcare

  professionals, reflected on the importance of effective communication in

  ensuring patient safety, and were more confident to work in

  interprofessional teams after the conference. Conclusions A robust IPE

  event, theoretically underpinned by contact theory and developed

  collaboratively, achieved interprofessional learning at scale and helped

  develop healthcare professionals willing to collaborate across

  disciplines. The resources, and evaluation insights based on the 3P

  (presage, process, and product) model of learning and teaching, will be

  of value to other educators who seek to develop theoretically-sound IPE

  interventions.'
affiliation: 'Guilding, C (Corresponding Author), Newcastle Univ, Fac Med Sci, Sch
  Med Educ, Framlington Pl, Newcastle Upon Tyne NE2 4HH, Tyne \& Wear, England.

  Guilding, Clare; Randles, Elsa; Bhudia, Roshni; Thandi, Charan Singh, Newcastle
  Univ, Fac Med Sci, Sch Med Educ, Framlington Pl, Newcastle Upon Tyne NE2 4HH, Tyne
  \& Wear, England.

  Hardisty, Jessica; Statham, Louise; Green, Alan, Univ Sunderland, Sunderland Pharm
  Sch, Sunderland, England.

  Teodorczuk, Andrew, Griffith Univ, Sch Med, Gold Coast, Qld, Australia.

  Teodorczuk, Andrew, Prince Charles Hosp, Metro North Mental Hlth, Brisbane, Qld,
  Australia.

  Scott, Lesley, Univ Sunderland, Sch Nursing \& Hlth Sci, Sunderland, England.

  Matthan, Joanna, Newcastle Univ, Sch Dent Sci, Fac Med Sci, Newcastle Upon Tyne,
  Tyne \& Wear, England.'
article-number: '360'
author: Guilding, Clare and Hardisty, Jessica and Randles, Elsa and Statham, Louise
  and Green, Alan and Bhudia, Roshni and Thandi, Charan Singh and Teodorczuk, Andrew
  and Scott, Lesley and Matthan, Joanna
author-email: clare.guilding@newcastle.ac.uk
author_list:
- family: Guilding
  given: Clare
- family: Hardisty
  given: Jessica
- family: Randles
  given: Elsa
- family: Statham
  given: Louise
- family: Green
  given: Alan
- family: Bhudia
  given: Roshni
- family: Thandi
  given: Charan Singh
- family: Teodorczuk
  given: Andrew
- family: Scott
  given: Lesley
- family: Matthan
  given: Joanna
da: '2023-09-28'
doi: 10.1186/s12909-020-02252-9
eissn: 1472-6920
files: []
journal: BMC MEDICAL EDUCATION
keywords: 'Interprofessional education; IPE; Interprofessional learning;

  Simulation; Prescribing; Antibiotics; Antimicrobial stewardship; Human

  errors; Pharmacy; Medicine'
keywords-plus: 'HEALTH-CARE STUDENTS; MEDICAL-EDUCATION; CLINICAL-PHARMACOLOGY; JUNIOR

  DOCTORS; PERCEPTIONS; SIMULATION; KNOWLEDGE; ATTITUDES; THERAPEUTICS;

  RESISTANCE'
language: English
month: OCT 13
number: '1'
number-of-cited-references: '55'
orcid-numbers: 'Thandi, Charan/0000-0002-7622-0427

  Bhudia, Roshni/0000-0001-7877-1129

  Guilding, Clare/0000-0003-2823-1575'
papis_id: 355522cf452badaa968aa54589130bb3
ref: Guilding2020designingevaluating
researcherid-numbers: 'Thandi, Charan/HKN-0395-2023

  '
times-cited: '6'
title: Designing and evaluating an interprofessional education conference approach
  to antimicrobial education
type: article
unique-id: WOS:000578753700001
usage-count-last-180-days: '1'
usage-count-since-2013: '13'
volume: '20'
web-of-science-categories: Education \& Educational Research; Education, Scientific
  Disciplines
year: '2020'