162 lines
5.3 KiB
YAML
162 lines
5.3 KiB
YAML
abstract: 'Background Arguably, Medical School curricula are deficient in learning
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opportunities related to the safe and effective use of medicines, in
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particular antimicrobials. Infection management is complex and
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multidisciplinary, and learning opportunities should reflect these
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principles. Aligned to the complexity of the subject matter, simulation
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and interprofessional based teaching are methods that can foster the
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collaborative skills required of future healthcare professionals. There
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have been calls to develop these methods in the teaching of safe
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prescribing and the management of infections; however, reports of such
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studies are limited. Methods We developed an interprofessional education
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(IPE) conference for second year undergraduate medical and pharmacy
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students based in the North East of England. We considered contact
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theory in the design of three small group interprofessional workshops,
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on the broad themes of antimicrobial stewardship, infection management
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and patient safety. A mixed methods approach assessed students''
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attitudes towards IPE, barriers and facilitators of learning, and
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perceived learning gains. Qualitative data from workshop evaluation
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forms were analysed thematically, while quantitative data were analysed
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descriptively and differences between medical and pharmacy cohorts
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analysed using unpaired two-tailed t-tests. Results 226/352 students
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returned the workshop evaluation forms (66\% of pharmacy students, 62\%
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of medical students). 281/352 students responded to a series of Likert
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scale questions on the value of interprofessional education (88\% of
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pharmacy students, 70\% of medical students). Students reported
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acquisition of knowledge and skills, including concepts and procedures
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related to infection management and antimicrobial prescribing, and the
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development of problem-solving and critical evaluation skills. Students
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reflected on their attitude towards interprofessional collaboration.
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They reported a greater understanding of the roles of other healthcare
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professionals, reflected on the importance of effective communication in
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ensuring patient safety, and were more confident to work in
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interprofessional teams after the conference. Conclusions A robust IPE
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event, theoretically underpinned by contact theory and developed
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collaboratively, achieved interprofessional learning at scale and helped
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develop healthcare professionals willing to collaborate across
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disciplines. The resources, and evaluation insights based on the 3P
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(presage, process, and product) model of learning and teaching, will be
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of value to other educators who seek to develop theoretically-sound IPE
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interventions.'
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affiliation: 'Guilding, C (Corresponding Author), Newcastle Univ, Fac Med Sci, Sch
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Med Educ, Framlington Pl, Newcastle Upon Tyne NE2 4HH, Tyne \& Wear, England.
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Guilding, Clare; Randles, Elsa; Bhudia, Roshni; Thandi, Charan Singh, Newcastle
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Univ, Fac Med Sci, Sch Med Educ, Framlington Pl, Newcastle Upon Tyne NE2 4HH, Tyne
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\& Wear, England.
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Hardisty, Jessica; Statham, Louise; Green, Alan, Univ Sunderland, Sunderland Pharm
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Sch, Sunderland, England.
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Teodorczuk, Andrew, Griffith Univ, Sch Med, Gold Coast, Qld, Australia.
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Teodorczuk, Andrew, Prince Charles Hosp, Metro North Mental Hlth, Brisbane, Qld,
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Australia.
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Scott, Lesley, Univ Sunderland, Sch Nursing \& Hlth Sci, Sunderland, England.
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Matthan, Joanna, Newcastle Univ, Sch Dent Sci, Fac Med Sci, Newcastle Upon Tyne,
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Tyne \& Wear, England.'
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article-number: '360'
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author: Guilding, Clare and Hardisty, Jessica and Randles, Elsa and Statham, Louise
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and Green, Alan and Bhudia, Roshni and Thandi, Charan Singh and Teodorczuk, Andrew
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and Scott, Lesley and Matthan, Joanna
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author-email: clare.guilding@newcastle.ac.uk
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author_list:
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- family: Guilding
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given: Clare
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- family: Hardisty
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given: Jessica
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- family: Randles
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given: Elsa
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- family: Statham
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given: Louise
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- family: Green
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given: Alan
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- family: Bhudia
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given: Roshni
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- family: Thandi
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given: Charan Singh
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- family: Teodorczuk
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given: Andrew
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- family: Scott
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given: Lesley
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- family: Matthan
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given: Joanna
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da: '2023-09-28'
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doi: 10.1186/s12909-020-02252-9
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eissn: 1472-6920
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files: []
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journal: BMC MEDICAL EDUCATION
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keywords: 'Interprofessional education; IPE; Interprofessional learning;
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Simulation; Prescribing; Antibiotics; Antimicrobial stewardship; Human
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errors; Pharmacy; Medicine'
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keywords-plus: 'HEALTH-CARE STUDENTS; MEDICAL-EDUCATION; CLINICAL-PHARMACOLOGY; JUNIOR
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DOCTORS; PERCEPTIONS; SIMULATION; KNOWLEDGE; ATTITUDES; THERAPEUTICS;
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RESISTANCE'
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language: English
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month: OCT 13
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number: '1'
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number-of-cited-references: '55'
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orcid-numbers: 'Thandi, Charan/0000-0002-7622-0427
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Bhudia, Roshni/0000-0001-7877-1129
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Guilding, Clare/0000-0003-2823-1575'
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papis_id: 355522cf452badaa968aa54589130bb3
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ref: Guilding2020designingevaluating
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researcherid-numbers: 'Thandi, Charan/HKN-0395-2023
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'
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times-cited: '6'
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title: Designing and evaluating an interprofessional education conference approach
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to antimicrobial education
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type: article
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unique-id: WOS:000578753700001
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usage-count-last-180-days: '1'
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usage-count-since-2013: '13'
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volume: '20'
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web-of-science-categories: Education \& Educational Research; Education, Scientific
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Disciplines
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year: '2020'
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