Abstract
Methods and results: A three-scenario, simulated patient session was designed and implemented by an expert panel. Medical students, non-medical prescribing students and pharmacists worked together to formulate and implement evidence-based prescriptions. The Readiness for Inter-professional Learning Score (RIPLS) and a self-efficacy score were administered to the students and the Trust in Physician Score to the simulated patients. Overall, the RIPLS and self-efficacy scores increased. Pharmacists showed the highest rating in the Trust in Physician score. Post masterclass group discussions suggested that the intervention was viewed as a positive educational experience.
Conclusion: An inter-professional prescribing masterclass is feasible and acceptable to students. It increases self-efficacy, readiness for inter-professional learning and allows students to learn from, about and with each other. A larger study is warranted and the use of feedback from simulated patients explored further.
| Language | English |
|---|---|
| Pages | 202-207 |
| Number of pages | 6 |
| Journal | Scottish Medical Journal |
| Volume | 60 |
| Issue number | 4 |
| Early online date | 23 Sep 2015 |
| DOIs | |
| Publication status | Published - 30 Nov 2015 |
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Keywords
- prescribing safety
- simulation
- team working
- feasibility
- medical students
- inter-professional
- trainees
- allied health professionals
- nurses
- pharmacists
Cite this
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Inter-professional prescribing masterclass for medical students and non-medical prescribing students (nurses and pharmacists): a pilot study. / Paterson, R; Rolfe, A; Coll, A; Kinnear, M.
In: Scottish Medical Journal, Vol. 60, No. 4, 30.11.2015, p. 202-207.Research output: Contribution to journal › Article
TY - JOUR
T1 - Inter-professional prescribing masterclass for medical students and non-medical prescribing students (nurses and pharmacists): a pilot study
AU - Paterson, R
AU - Rolfe, A
AU - Coll, A
AU - Kinnear, M
PY - 2015/11/30
Y1 - 2015/11/30
N2 - Background and aims: Prescribing errors cause significant patient morbidity and mortality. Current legislation allows prescribing by different health professions. Inter-professional collaboration and learning may result in safer prescribing practice. This study aimed to develop, pilot and test the feasibility of a simulated inter-professional prescribing masterclass for non-medical prescribing students, medical students and pharmacists.Methods and results: A three-scenario, simulated patient session was designed and implemented by an expert panel. Medical students, non-medical prescribing students and pharmacists worked together to formulate and implement evidence-based prescriptions. The Readiness for Inter-professional Learning Score (RIPLS) and a self-efficacy score were administered to the students and the Trust in Physician Score to the simulated patients. Overall, the RIPLS and self-efficacy scores increased. Pharmacists showed the highest rating in the Trust in Physician score. Post masterclass group discussions suggested that the intervention was viewed as a positive educational experience.Conclusion: An inter-professional prescribing masterclass is feasible and acceptable to students. It increases self-efficacy, readiness for inter-professional learning and allows students to learn from, about and with each other. A larger study is warranted and the use of feedback from simulated patients explored further.
AB - Background and aims: Prescribing errors cause significant patient morbidity and mortality. Current legislation allows prescribing by different health professions. Inter-professional collaboration and learning may result in safer prescribing practice. This study aimed to develop, pilot and test the feasibility of a simulated inter-professional prescribing masterclass for non-medical prescribing students, medical students and pharmacists.Methods and results: A three-scenario, simulated patient session was designed and implemented by an expert panel. Medical students, non-medical prescribing students and pharmacists worked together to formulate and implement evidence-based prescriptions. The Readiness for Inter-professional Learning Score (RIPLS) and a self-efficacy score were administered to the students and the Trust in Physician Score to the simulated patients. Overall, the RIPLS and self-efficacy scores increased. Pharmacists showed the highest rating in the Trust in Physician score. Post masterclass group discussions suggested that the intervention was viewed as a positive educational experience.Conclusion: An inter-professional prescribing masterclass is feasible and acceptable to students. It increases self-efficacy, readiness for inter-professional learning and allows students to learn from, about and with each other. A larger study is warranted and the use of feedback from simulated patients explored further.
KW - prescribing safety
KW - simulation
KW - team working
KW - feasibility
KW - medical students
KW - inter-professional
KW - trainees
KW - allied health professionals
KW - nurses
KW - pharmacists
U2 - 10.1177/0036933015606583
DO - 10.1177/0036933015606583
M3 - Article
VL - 60
SP - 202
EP - 207
JO - Scottish Medical Journal
T2 - Scottish Medical Journal
JF - Scottish Medical Journal
SN - 0036-9330
IS - 4
ER -