Discovering interprofessional competencies within a clinical pharmacology curriculum
Kelly Karpa, Department of Pharmacology, United States ; Eric Lehman, Khaled Iskandarani, Department of Public Health Sciences, United States ; Paul Haidet, Department of Medicine, United States
Journal of Interprofessional Education & Practice Volume 12, Number 1, ISSN 2405-4526 Publisher: Elsevier Ltd
Medication-related problems are a serious concern for the healthcare system, and many could be prevented with effective communication and teamwork including patients as team members.In an attempt to strengthen students' medication management skills, we implemented a clinical pharmacology curriculum at one medical school's regional campus and had the opportunity to test the curriculum in two different contexts.The course for third year medical students was taught twice: once interprofessionally with nurse practitioner, undergraduate medicine, and pharmacy learners, and once with medical students only. Differences between the two medical student cohorts were assessed both quantitatively and qualitatively.The clinical pharmacology curriculum significantly increased students' self-reported confidence with medication-related tasks compared to baseline for both cohorts of learners. Compared to the uniprofessional group, the interprofessional cohort of learners also gained a new appreciation for the roles and unique contributions other professions add to patient care.Adding clinical pharmacology concepts to the curriculum improved students' comfort with performing medication-related tasks, and the addition of interprofessional partners led to a new awareness and respect for the roles of other professions.
Karpa, K., Lehman, E., Iskandarani, K. & Haidet, P. (2018). Discovering interprofessional competencies within a clinical pharmacology curriculum. Journal of Interprofessional Education & Practice, 12(1), 17-24. Elsevier Ltd.
- focus groups
- Interprofessional education
- medical doctor
- medication-focused objective structured clinical examination
- medication-related problem
- nurse practitioner
- Objective structured clinical Examination (OSCE)
- Standardized patient
- team-based learning
- undergraduate medical education