Interprofessional Education Through Simulation - A Pilot Session For Final Year Medical and Pharmacy Students at Cardiff University

 

 

Interprofessional Education through Simulation – A Pilot Session for Final Year Medical & Pharmacy Students at Cardiff University Clare Cann, Chris Hingston, Paul Kinnersley, Joseph Riddell, Mat Smith1, Nick Smith, Paul Frost

Schools of Medicine and Pharmacy & Pharmaceutical Sciences1, Cardiff University In the scenarios faculty roles included a nurse, patient and relative whilst the students played their respective professional roles. The medical student role played the prescriber whilst the student pharmacist was briefed to review the prescription chart and identify / manage the error. Following each scenario a senior clinician and pharmacist facilitated a debrief involving all the students including the role players. This debrief was structured to encourage the students to reflect on accurate prescribing and communication. At the end of each session the students were asked to complete a Readiness for Inter-Professional Learning Scale (RIPLS) questionnaire4 using a five point Likert scale, (1: Strongly disagree  – 5: Strongly agree).

Introduction Medical graduates must be able to  prescribe  prescribe safely safely and effectively  whilst  whilst pharmacy students must, be prepared to challenge the judgement of others if there is reason to believe that their decisions could compromise safety / care1,2.  Research shows an 8.4% error rate in medication orders written by Foundation Year 1 doctors and it is usually the pharmacist who identifies the error 3. Safe effective prescribing requires excellent communication between doctors and pharmacists and mutual understanding of professional roles. However, opportunities for medical and pharmacy students to develop these competencies together are limited. In Cardiff, the Schools of Medicine and Pharmacy have used simulation as an effective way to enhance communication skills and professional understanding between their students.

Results  The RIPLS questionnaire includes 17 questions regarding Inter-Professional Education (IPE) e.g.; Question 1: Learning with other students / professionals will make me a more effective member of a health and social care team.

Method The teaching session was designed for final year Medical students (n=5) and final year Pharmacy students (n=5). The session commenced with a description of learning objectives; accurate prescribing and effective communication; and a short video demonstrating effective multi-disciplinary team working.

Summary evaluation of 17 questions showed an average response of 4.7 on the Likert scale. 100% 4. Agree

60%

3. Unsure

40%

Two scenarios were provided which focused on 20% dangerous prescribing errors; an overdose of insulin, for 0% treatment of hyperkalaemia and a drug interaction between warfarin and metronidazole.

Scenario 1

5. Strongly Agree

80%

2. Disagree 1. Strongly Disagree  Questions relating to interprofessional education

Graph: Scores for Medical students (n=5) & Pharmacy students (n=5) using RIPLS questionnaire.

Discussion  Effective multi-disciplinary team working is crucial in the NHS. IPE is in its infancy but is likely to assume a more prominent role in future. The Cardiff Schools of Medicine and Pharmacy have demonstrated that IPE can be effectively delivered using simulation and that this experience was overwhelmingly well received.

References

Scenario 2

1.

Tomo Tomorr rrow ow's 's Do Doct ctor orss GMC 2009; London: 25.

2.

Code Code of of C Cond onduct uct for Pharma Pharmacy cy Studen Students ts GPC  2010;  2010; London: 7.

3.

Dornan T et a all. EQUIP study GMC  2009;  2009; London.

4.

Pa Pars rse ell G, B Bli ligh gh J. Med Educ 1999; 33: 95-100.