Event Title

Healthcare Professional Interviews as a Tool to Expand Student Understanding of Health Professions

Speaker's Credentials

Graciela M. Armayor, Pharm.D., M.S. is Director of Curriculum Development and Assistant Professor at Nova Southeastern University College of Pharmacy

Location

Atrium

Format

Poster

Start Date

21-1-2017 11:45 AM

End Date

21-1-2017 12:15 PM

Abstract

Introduction: Accreditation standards for healthcare professions education emphasize the use of active learning interprofessional education strategies as a means to create professional that are collaborators. Purpose: To designed a learning strategy to help students explore other healthcare professions and begin the process of building relations between them. Description of Innovation: First-year pharmacy students were divided into 39 groups and asked to interview a healthcare professional of their choice other than a pharmacists, and reflect on the experience. Assignment instructions were provided to guide the activity. The interview included questions on education, scope of practice, barriers to interaction and perception of the pharmacist’s role in health care. Post interview reflection addressed—what new information was learned; how pharmacists were viewed; how the experience affected future interactions with health professionals, and what students would do different in the future. Outcomes: Preliminary evaluation shows that health professionals from 7 professions were interviewed—18 physicians; 12 nurses; 5 dentists; and 1 podiatrist, physician assistant, physical therapy technician and medical technologist. All but one group identified one new thing they learned, 97% indicated that the interviewee had a positive view of the pharmacy profession and 90% indicated that the experience changed how they will interact with healthcare professionals in the future. Discussion: Using student interviews of health professionals is a good group-based, active learning tool that engages students to learn about other health professions early in the curriculum. Data is being gathered to gauge the value students placed on the interview experience.

This document is currently not available here.

Share

COinS
 
Jan 21st, 11:45 AM Jan 21st, 12:15 PM

Healthcare Professional Interviews as a Tool to Expand Student Understanding of Health Professions

Atrium

Introduction: Accreditation standards for healthcare professions education emphasize the use of active learning interprofessional education strategies as a means to create professional that are collaborators. Purpose: To designed a learning strategy to help students explore other healthcare professions and begin the process of building relations between them. Description of Innovation: First-year pharmacy students were divided into 39 groups and asked to interview a healthcare professional of their choice other than a pharmacists, and reflect on the experience. Assignment instructions were provided to guide the activity. The interview included questions on education, scope of practice, barriers to interaction and perception of the pharmacist’s role in health care. Post interview reflection addressed—what new information was learned; how pharmacists were viewed; how the experience affected future interactions with health professionals, and what students would do different in the future. Outcomes: Preliminary evaluation shows that health professionals from 7 professions were interviewed—18 physicians; 12 nurses; 5 dentists; and 1 podiatrist, physician assistant, physical therapy technician and medical technologist. All but one group identified one new thing they learned, 97% indicated that the interviewee had a positive view of the pharmacy profession and 90% indicated that the experience changed how they will interact with healthcare professionals in the future. Discussion: Using student interviews of health professionals is a good group-based, active learning tool that engages students to learn about other health professions early in the curriculum. Data is being gathered to gauge the value students placed on the interview experience.