Abstract
In the clinical setting, collaboration between multidisciplinary teams is core to providing effective patient care. The delivery of traditional interprofessional education is associated with a number of logistical challenges, which were heightened by the Covid-19 pandemic. This workshop was developed to bring together Biomedical Science and Medical students using an online platform. The workshop consisted of (1) defining interprofessional education, (2) introducing the role of the Pathology laboratory, (3) Professional registration with regulatory bodies and (4) an insight into Covid-19 laboratory diagnosis. The session was supported by mixed group breakout rooms and interactive polling. Thirty four percent of students completed a post-workshop online survey which included open and closed questions. Thematic analysis revealed a better understanding the role of the pathology laboratory in diagnosing disease, an increased awareness of the similarities and differences in the roles of a Biomedical Scientist and a Medic and the importance of a multi-disciplinary team in achieving effective patient care. Quantitative analysis of survey data revealed that the majority of students reported positive experiences of interprofessional education online. Approximately 90% of students agreed that the workshop enabled them to increase their understanding of their own roles within healthcare, in addition to increasing their understanding of the roles of other healthcare professionals. 74.3% of participants reported that working with students from a different programme provided an alternative perspective. Seventy nine percent of students agreed that the online format enabled interactivity and discussion of the tasks. Of the 204 students, 85% engaged with the four polls during the workshop. This online workshop enabled discussion between degree programmes, enabled interactivity and allowed the learning outcomes to be met. Universities should embrace online platforms to provide a novel, engaging and effective interprofessional educational experience.
Highlights
In the clinical setting, the importance of interprofessional approaches to education and practise has been highlighted, ranging from improving the quality of patient care and safety, to reducing clinical errors [1, 2]
A total of 204 students engaged with the workshop, of which 70 students (34% response rate) completed the online questionnaire, these consisted of 59% Biomedical Science students and 41% Medical students
80% of students across both cohorts “Agreed” or “Strongly agreed” that they have a better understanding of the other students role as a result of this workshop, in particular medical students significantly (p < 0.05) improved their understanding of Biomedical Science students role due to the scenario discussed
Summary
The importance of interprofessional approaches to education and practise has been highlighted, ranging from improving the quality of patient care and safety, to reducing clinical errors [1, 2]. Interprofessional Learning (IPL) within Higher Education (HE) aims to bring students enrolled on two or more undergraduate degree programmes, to learn with, from and about each other, with the goal of achieving common learning outcomes [3, 4]. Together they learn about each other’s roles, skills and responsibilities, and the value of effective communication across disciplines [5], in preparation for clinical practise. The World Health Organisation (WHO) recognised the importance of IPL in 1978 and highlighted if health professionals were taught collaboratively in a multi-professional education setting, they were more likely to work effectively together in the clinical setting [6]
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