Abstract
Education occurs when two or more professionals learn with, from and about each other to improve collaboration and the quality of (CAIPE 2002). Interprofessional education forms part of the Standards for the Initial Education and Training of Pharmacists. Working with and understanding the role of another profession has been shown to positively impact on the quality of care of the patient. Following positive pharmacy student feedback from visits to podiatry clinics an interprofessional learning workshop with case - based scenarios was developed. These were based on patients with high risk medical conditions that would impact on the work of both professions. Data from the feedback forms was evaluated and analysed to determine whether the workshop increased knowledge of the British National Formulary (BNF), the prescribing process and gave an insight in to the role of other healthcare professionals. We discuss how the student’s learning has been enhanced by the contribution of another professional group. The workshop was positively received. Students were observed working together discussing the patients’ conditions and issues relating to their care. This initially revolved around the students’ area of knowledge; however, as the session progressed it became apparent that the students were learning with, from and about each other for the benefit of patient care.
Highlights
In the healthcare environment interprofessional collaboration is increasingly being recognised as being imperative to ensure high quality care which is responsive to the patient’s needs (Ateah et al 2011).Interprofessional education (IPE), forms part of the Standards for the Initial Education and Training of Pharmacists (GPhC 2011)
It has been recognised that IPE is a viable method of advancing effective team working
It has been acknowledged that introducing professionals to interprofessional education early in their careers can help students be less competitive and more collaborative (Carlisle et al 2004)
Summary
In the healthcare environment interprofessional collaboration is increasingly being recognised as being imperative to ensure high quality care which is responsive to the patient’s needs (Ateah et al 2011).Interprofessional education (IPE), forms part of the Standards for the Initial Education and Training of Pharmacists (GPhC 2011). In the healthcare environment interprofessional collaboration is increasingly being recognised as being imperative to ensure high quality care which is responsive to the patient’s needs (Ateah et al 2011). Working with and understanding the roles of other healthcare professionals impacts on the quality of care of the patient. This is endorsed by The Health and Care. It has been acknowledged that introducing professionals to interprofessional education early in their careers can help students be less competitive and more collaborative (Carlisle et al 2004). Barr et al (1999) have identified that IPE can reduce attitudinal barriers which can exist between difference disciplines due to misunderstanding of the other professionals’ role. By participating in IPE, members of one profession discover what the other profession(s) ‘bring to the table’ and develop an awareness of where it would be appropriate to involve them in a patient’s care
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