Use of joint teaching sessions with medical and pharmacy
students in practical prescribing to improve prescribing
knowledge and inter-disciplinary relationships
Dr Kathleen Birley1, Dr John Moreiras1, Professor Ian Bates2, Dr Caroline Fertleman1
1. The Whittington Hospital, London 2. University College London
Introduction
Once qualified, Doctors and Pharmacists are expected to work closely together. During their training however they have little opportinity to
interact. Studies show that interdisciplinary study days improve each disciplines knowledge of the others role1 and can improve students
attitued towards team based care2. Other teaching programms focusing on communication skills and problem based learning3 or on simulated
scenarios4 also improved students perceived knowledge of other disciplines.
Aims
Results
We provided joint inter-disciplinary undergraduate paediatric
practical prescribing teaching to medical and pharmacy students.
The intended benefits were:
• Improve students prescribing knowledge and confidence
• Enable srudents to gain understanding of their future roles and
responsibilities aiding future inter-disciplinary working relationships.
Practical Prescribing
All medical students and most (86.6%) pharmacy students found the
session relevant. Neither set of students had prior teacing
prescribing an both sets of students would like more prescribing on
their courses.
What did students find most helpful?
Fluids
Methods
Control Drugs
Common Errors
Medical students in their penultimate year on their Paediatric
attachment and final year pharmacy students were split into mixed
groups of approximately 30 students. Over a year we ran six 3 hour
workshops on practical prescribing taught by a Paediatrician and
Paediatric pharmacist to provide knowledge in both areas.
Students were split into smaller mixed groups of 5 - 6 students and
together worked through a selection of realistic prescribing scenarios
set out in a student work book with accompanying master slide show.
Students were asked to fill in a feedback form at the end of the
session and we ran two mixed focus groups. Thematic analysis of
the feedback forms and focus groups was carried out and common
themes were identified5.
Example 1
Practical Prescribing
Calculations
Hospital Drug Charts
Able to make mistakes without being under pressure
Multidisciplinary Team (MDT) Learning
91.7% (72/77) pharmacy students and 94.6% (35/38 ) medical
students found MDT learning useful. Neither medical or pharmacy
students had previous experience of learning in a MDT.
What did students find most helpful?
Integrated Teaching
Spot the errors on the drug
chart.
Students were expected to
recognise common errors in
prescribing. This was also used
as a way to introduce students to
different parts of the drug chart
Example 2
Please stop the antibiotics.
Students were expected to
stop the antibiotics and
correctly sign and date the
drug chart. The scenario also
intriduced stdents to some of
the trust protocols
Never seen a hospital drug chart before
Understanding Roles
Dispel Negative Prejudices
Sharing Knowledge
Preparation for
Future Practice
Students felt they had little knowledge of each other’s roles and
revealed negative prejudices about the other group. Students felt the
informal nature of the session helped dispel stereotypes and it would
improve future working relationships. Both groups of students said
they wanted more inter-disciplinary teaching on their courses.
Who didn’t find the teaching useful? Very few- only 8%
pharmacy students and 5% medical students
Most of these students thought there was insufficuent interaction
between the two groups. One pharmacy student found it intimidating.
Conclusion
Medical and pharmacy students would like more practical prescribing sessions in preparation for future practice. Neither group of students had
much prior experience of practical prescribing which is an important part of their curriculim and a common source of errors.
Multidisciplinary team learning helps improve students understanding through sharing of different skill sets and it may foster improved future
working relationships between team members from different disciplines. Our students fed back that the teaching had changed their perceptions
of the other discipline and they felt it would have a big impact on their future practice. We argue that those students who found multidisciplinary
learning difficult or intimidating demonstrate the greater need to teach students in interdisciplinary groups in preparation for future practice
when they will be working closely together.
References
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Am J Pharm Educ. 2011;75(8):152
2. Wamsley M, Staves J, Kroon L, Tropp K, Hossaini M, Newlin B Lindsay C, O’Brian B. “The impact of Interprofessional standardised patient exercise on attitudes
towards working in interprofessional teams.” J Interprof Care. 2012;26(1):28-35
3. Solomon P, Salfi J. “Evaluation of an inter-professional communication skills initiative.” Educ Health. 2011;24(2):616
4. Brock D, Abu-Rish E, Chiu CR, Hammer D, Wilson S, Vorvik L, Blondon K, Schaad D, Liner D, Zierler B. “Interprofessional education in team communication: working
together to improve patient safety.” BMJ Qual Saf. 2013;22(5):414-23
5. Krueger RA, Casey MA, “Focus Groups: A practical guide for Applied Research” (4th Edition) 2009 Sage Publishing
1.