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Are students accepting of an all-day interprofessional learning conference on antimicrobial stewardship and patient safety?

Lookup NU author(s): Dr Clare Guilding, Dr Jo Matthan, Dr Elsa Randles, Charan Thandi

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Abstract

There is gaining momentum of the importance of IPL in undergraduate healthcare education. A number of delivery models exist [1]. The focus of the study was to determine the students’ experience of an all-day conference style event used to deliver a key topic for all healthcare undergraduates surrounding principles of antimicrobial stewardship and patient safety [2].The aims of this study were to determine if students are accepting of an all-day IPL event organised in a conference based approach, and to determine which aspects of the delivery the students perceived as relevant to their practice and beneficial for their future professional role.Second year students from the Newcastle Medical School (n = 157) and Sunderland Pharmacy school (n = 195) were exposed to a conference based approach IPL session. A 13 question survey was devised to assess the students’ acceptance and gains from the conference, implemented via a voting system. Students were also asked open questions on format and experience of positive/negative elements of the workshops.The conference based approach included all students receiving a conference pack and booklet of materials at registration. A key note lecture was delivered on medication safety from a medical and pharmacy perspective. Three workshops were delivered which the students rotated through, they were: - a) A sepsis case using high-fidelity simulation b) Choosing the right antibiotic focusing on prescribing in UTIs and meningitis c) A patient safety significant event audit. Five professional practice groups attended stands during lunch for students to develop their awareness of the groups available for support and progression. The study was conducted in line with both universities' ethics procedures on research.The total number of students registered for the voting system was 281 (80%) with 110 (70%) and 171 (88%) being medical and pharmacy students, respectively.The conference delivery approach was positively received with 86% of students being very satisfied or fairly satisfied overall. Pre-conference information, keynote speakers, student packs all received positive feedback with 8% or less of students rating these aspects as poor. The professional group stands and catering received 81% between excellent, good or fair.The student gains from the conference showed that over 80% of students felt more confident working inter-professionally, that they understood the roles of other healthcare professionals (HCPs), the day improved communication between professionals, and understanding the value, expertise, role and importance of other professionals in patient care. Only 12% of students did not feel they were ready to learn about the roles of other HCPs at this point in their learning.The IPL approach aims to develop cohesive and effective multi-disciplinary teams and our conference based model of approach is positive for the students’ development as HCPs. Contact throughout the day seems to allow the students to build a greater rapport with one another. The majority of students (88%) felt ready to engage in IPL at this point in their development. Though there was acceptance, the future impact that the event will have on their practice is not known.1. Bridges DR et al. Interprofessional collaboration: three best practice models of interprofessional education, Med Educ Online 2011; 16: 6035–44.2. Castro-Sanchez E et al. Mapping Antimicrobial stewardship in undergraduate medical, dental, pharmacy, nursing and veterinary education in the united kingdom, PLOS One 2016; 11(2): e0150056


Publication metadata

Author(s): Hardisty J, Guilding C, Statham L, J Matthan, Randles E, Green A, Bhudia R, Thandi C, Scott L

Publication type: Article

Publication status: Published

Journal: International Journal of Pharmacy Practice

Year: 2017

Volume: 25 (Suppl. 1)

Pages: 61-62

Online publication date: 23/03/2017

Acceptance date: 10/04/2017

ISSN (print): 0961-7671

ISSN (electronic): 2042-7174

Publisher: Wiley

URL: https://doi.org/10.1111/ijpp.12368

DOI: 10.1111/ijpp.12368


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