Evaluation of an inter-professional learning session for optometry and pharmacy students

Julie F McClelland, Iain Jack, Susan Fetherston

Research output: Contribution to journalArticle

Abstract

With relatively recent legislation passed allowing Optometrists and Pharmacists to train as Independent Prescribers it is important that both professional groups are aware of each other’s role in Health Care. Although previous studies have demonstrated the benefits of inter-professional learning (IPL), there is little evidence in the literature detailing IPL involving these particular professions (Parcell and Bligh 1999, Curran et al 2007). The present study aimed to evaluate the benefits of IPL teaching and learning for undergraduate Optometry and Pharmacy students using a questionnaire to investigate the students’ perceptions of inter-professional relationships following an IPL case scenario based teaching and learning session. Analyses of data demonstrated that both student cohorts benefited significantly from the IPL session allowing a better understanding of the other groups’ professional skills. Overall the study demonstrated positive effects of learning with other professionals that will ultimately result in better communication between professionals and improved patient care.
LanguageEnglish
Pages19-32
JournalPerspectives on Practice and Pedagogy
Volume6
Early online date1 Dec 2015
Publication statusPublished - 1 Dec 2015

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evaluation
learning
student
pharmacist
Teaching
patient care
Group
profession
legislation
health care
scenario
questionnaire
communication
evidence

Keywords

  • Optometry students
  • Pharmacy students
  • Inter-professional learning
  • questionnaire.

Cite this

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title = "Evaluation of an inter-professional learning session for optometry and pharmacy students",
abstract = "With relatively recent legislation passed allowing Optometrists and Pharmacists to train as Independent Prescribers it is important that both professional groups are aware of each other’s role in Health Care. Although previous studies have demonstrated the benefits of inter-professional learning (IPL), there is little evidence in the literature detailing IPL involving these particular professions (Parcell and Bligh 1999, Curran et al 2007). The present study aimed to evaluate the benefits of IPL teaching and learning for undergraduate Optometry and Pharmacy students using a questionnaire to investigate the students’ perceptions of inter-professional relationships following an IPL case scenario based teaching and learning session. Analyses of data demonstrated that both student cohorts benefited significantly from the IPL session allowing a better understanding of the other groups’ professional skills. Overall the study demonstrated positive effects of learning with other professionals that will ultimately result in better communication between professionals and improved patient care.",
keywords = "Optometry students, Pharmacy students, Inter-professional learning, questionnaire.",
author = "McClelland, {Julie F} and Iain Jack and Susan Fetherston",
note = "Reference text: Barwell, J, Arnold, F, and Berry H. (2013) How interprofessional learning improves care, Nursing Times. Available at; http://www.nursingtimes.net/nursing-practice/specialisms/educators/how-interprofessional-learning-improves-care/5059052.article. Curran V,R; Sharpe D; Forristall J. (2007) Attitudes of health science faculty members towards interprofessional teamwork and education. Medical Education, 41, 892-896. Frenk, J; Chen, L; Bhutta, Z.A; Cohen, J; Crisp, N; Evans, T; Fineberg, H; Garcia, P; Ke, Y; Kelley, P; Kistnasamy, B; Meleis, A; Naylor, D; Pablos-Mendez, A; Reddy, S; Scrimshaw, S; Sepulveda, J; Serwadda, D; Zurayk H. (2010) Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. The Lancet, 376 (9756), 1923-1958. GPhC (2011) Future pharmacists Standards for the initial education and training of pharmacists Available at: http://www.pharmacyregulation.org/sites/default/files/GPhC_Future_Pharmacists.pdf (Accessed 01 July 2014) GPhC (2013) The accreditation of pharmacy courses leading to registration and annotation in Great Britain, Available at: http://www.pharmacyregulation.org/sites/default/files/GPhC{\%}20Accreditation{\%}20Methodology.pdf (Accessed 01 July 2014) General Optical Council Core Curriculum. Available at: http://www.optical.org/en/Education/core-competencies--core-curricula/ (Accessed 01 September 2014) Hammick M. (1998) Interprofessional education: concept, theory and application. Journal of Interprofessional Care, 12, 323-332 Henderson, C.D.; Broeseker, A.E, Berry, C.G; Fort, D.N; Thomason, A.R; Cahoon, T.M; Karlet, M.C.(2013) Interprofessional education sessions involving doctor of pharmacy, bachelor of science in nursing, and nurse anesthetist students, Currents in Pharmacy Teaching and Learning, 5 (5), 458–469. Kelley, A; Aston, L. (2011) An evaluation of using champions to enhance inter-professional learning in the practice setting, Nurse Education in Practice, 11 (1), 36-40. Lindqvist S et al (2005) Case-based learning in cross-professional groups - the development of a pre-registration interprofessional learning programme. Journal of Interprofessional Care, 19 (5), 509-520. Mackenzie A et al (2007) Interprofessional learning in practice: the student experience. British Journal of Occupational Therapy, 70 (8), 358-361. Parsell, G. and Bligh, J. (1999) The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS) Medical Education 33 (2), 95-100. Phillips EN, Berg MJ, Rodriguez C, Morgan D. (2010) A case study of participatory action research in a public new England middle school: empowerment, constraints and challenges. Am J Community Psychol., 46 (1-2), 179-94. Thistlethwaite, J. and Moran, M. (2010) Learning outcomes for interprofessional education (IPE): Literature review and synthesis, Journal of Interpersonal Care, 24 (5), 503-513. World Health Organization (2010) Framework for Action on Interprofessional Education and Collaborative Practice. Geneva, Switzerland: World Health Organization; Available at: http://www.who.int/hrh/resources/framework_action/en/index.html (Accessed 08 July 2014).",
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Evaluation of an inter-professional learning session for optometry and pharmacy students. / McClelland, Julie F; Jack, Iain; Fetherston, Susan.

In: Perspectives on Practice and Pedagogy, Vol. 6, 01.12.2015, p. 19-32.

Research output: Contribution to journalArticle

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T1 - Evaluation of an inter-professional learning session for optometry and pharmacy students

AU - McClelland, Julie F

AU - Jack, Iain

AU - Fetherston, Susan

N1 - Reference text: Barwell, J, Arnold, F, and Berry H. (2013) How interprofessional learning improves care, Nursing Times. Available at; http://www.nursingtimes.net/nursing-practice/specialisms/educators/how-interprofessional-learning-improves-care/5059052.article. Curran V,R; Sharpe D; Forristall J. (2007) Attitudes of health science faculty members towards interprofessional teamwork and education. Medical Education, 41, 892-896. Frenk, J; Chen, L; Bhutta, Z.A; Cohen, J; Crisp, N; Evans, T; Fineberg, H; Garcia, P; Ke, Y; Kelley, P; Kistnasamy, B; Meleis, A; Naylor, D; Pablos-Mendez, A; Reddy, S; Scrimshaw, S; Sepulveda, J; Serwadda, D; Zurayk H. (2010) Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. The Lancet, 376 (9756), 1923-1958. GPhC (2011) Future pharmacists Standards for the initial education and training of pharmacists Available at: http://www.pharmacyregulation.org/sites/default/files/GPhC_Future_Pharmacists.pdf (Accessed 01 July 2014) GPhC (2013) The accreditation of pharmacy courses leading to registration and annotation in Great Britain, Available at: http://www.pharmacyregulation.org/sites/default/files/GPhC%20Accreditation%20Methodology.pdf (Accessed 01 July 2014) General Optical Council Core Curriculum. Available at: http://www.optical.org/en/Education/core-competencies--core-curricula/ (Accessed 01 September 2014) Hammick M. (1998) Interprofessional education: concept, theory and application. Journal of Interprofessional Care, 12, 323-332 Henderson, C.D.; Broeseker, A.E, Berry, C.G; Fort, D.N; Thomason, A.R; Cahoon, T.M; Karlet, M.C.(2013) Interprofessional education sessions involving doctor of pharmacy, bachelor of science in nursing, and nurse anesthetist students, Currents in Pharmacy Teaching and Learning, 5 (5), 458–469. Kelley, A; Aston, L. (2011) An evaluation of using champions to enhance inter-professional learning in the practice setting, Nurse Education in Practice, 11 (1), 36-40. Lindqvist S et al (2005) Case-based learning in cross-professional groups - the development of a pre-registration interprofessional learning programme. Journal of Interprofessional Care, 19 (5), 509-520. Mackenzie A et al (2007) Interprofessional learning in practice: the student experience. British Journal of Occupational Therapy, 70 (8), 358-361. Parsell, G. and Bligh, J. (1999) The development of a questionnaire to assess the readiness of health care students for interprofessional learning (RIPLS) Medical Education 33 (2), 95-100. Phillips EN, Berg MJ, Rodriguez C, Morgan D. (2010) A case study of participatory action research in a public new England middle school: empowerment, constraints and challenges. Am J Community Psychol., 46 (1-2), 179-94. Thistlethwaite, J. and Moran, M. (2010) Learning outcomes for interprofessional education (IPE): Literature review and synthesis, Journal of Interpersonal Care, 24 (5), 503-513. World Health Organization (2010) Framework for Action on Interprofessional Education and Collaborative Practice. Geneva, Switzerland: World Health Organization; Available at: http://www.who.int/hrh/resources/framework_action/en/index.html (Accessed 08 July 2014).

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N2 - With relatively recent legislation passed allowing Optometrists and Pharmacists to train as Independent Prescribers it is important that both professional groups are aware of each other’s role in Health Care. Although previous studies have demonstrated the benefits of inter-professional learning (IPL), there is little evidence in the literature detailing IPL involving these particular professions (Parcell and Bligh 1999, Curran et al 2007). The present study aimed to evaluate the benefits of IPL teaching and learning for undergraduate Optometry and Pharmacy students using a questionnaire to investigate the students’ perceptions of inter-professional relationships following an IPL case scenario based teaching and learning session. Analyses of data demonstrated that both student cohorts benefited significantly from the IPL session allowing a better understanding of the other groups’ professional skills. Overall the study demonstrated positive effects of learning with other professionals that will ultimately result in better communication between professionals and improved patient care.

AB - With relatively recent legislation passed allowing Optometrists and Pharmacists to train as Independent Prescribers it is important that both professional groups are aware of each other’s role in Health Care. Although previous studies have demonstrated the benefits of inter-professional learning (IPL), there is little evidence in the literature detailing IPL involving these particular professions (Parcell and Bligh 1999, Curran et al 2007). The present study aimed to evaluate the benefits of IPL teaching and learning for undergraduate Optometry and Pharmacy students using a questionnaire to investigate the students’ perceptions of inter-professional relationships following an IPL case scenario based teaching and learning session. Analyses of data demonstrated that both student cohorts benefited significantly from the IPL session allowing a better understanding of the other groups’ professional skills. Overall the study demonstrated positive effects of learning with other professionals that will ultimately result in better communication between professionals and improved patient care.

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KW - Pharmacy students

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KW - questionnaire.

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JO - Perspectives on Practice and Pedagogy

T2 - Perspectives on Practice and Pedagogy

JF - Perspectives on Practice and Pedagogy

SN - 2044-7388

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