PDF(Pubmed)
Abstract：
UNASSIGNED: Medication errors can lead to significant adverse events. Nearly 50% of medication errors occur during the prescription-writing stage of the medication use process, and effective interprofessional collaboration and communication are key to reducing error in this process.
UNASSIGNED: We developed a three-part, 60-minute, interprofessional education activity providing medical, physician assistant, and pharmacy students the opportunity to practice collegial interprofessional communication surrounding prescribing practices. Learners met virtually initially as a large group and divided into small groups facilitated by a health professional. Part 1 involved reviewing two prescriptions prepared by learners; part 2 was a discussion about the education, roles, and responsibilities of each profession; and part 3 focused on identifying prescription errors in examples provided by faculty. Students completed a post-pre survey measuring their perception of learning the Interprofessional Collaborative Competency Attainment Survey (ICCAS) areas.
UNASSIGNED: Of 317 participants (151 doctor of osteopathy, 68 master of physician assistant studies, and 98 doctor of pharmacy students), 286 completed the post-pre survey, for a 90% response rate. Students reported statistically significant (p < .001) increases in all 20 questions spanning the six ICCAS areas.
UNASSIGNED: The virtual format allowed multiple institutions to participate from various locations. It broadened the learners\' experience by fostering interaction among those with varied perspectives and allowed collaboration between locations and programs that otherwise could not have participated. The activity introduced students to virtual collaboration and key telehealth skills, enhancing their confidence and familiarity with virtual interactions in a professional setting.
UNASSIGNED: We developed a three-part, 60-minute, interprofessional education activity providing medical, physician assistant, and pharmacy students the opportunity to practice collegial interprofessional communication surrounding prescribing practices. Learners met virtually initially as a large group and divided into small groups facilitated by a health professional. Part 1 involved reviewing two prescriptions prepared by learners; part 2 was a discussion about the education, roles, and responsibilities of each profession; and part 3 focused on identifying prescription errors in examples provided by faculty. Students completed a post-pre survey measuring their perception of learning the Interprofessional Collaborative Competency Attainment Survey (ICCAS) areas.
UNASSIGNED: Of 317 participants (151 doctor of osteopathy, 68 master of physician assistant studies, and 98 doctor of pharmacy students), 286 completed the post-pre survey, for a 90% response rate. Students reported statistically significant (p < .001) increases in all 20 questions spanning the six ICCAS areas.
UNASSIGNED: The virtual format allowed multiple institutions to participate from various locations. It broadened the learners\' experience by fostering interaction among those with varied perspectives and allowed collaboration between locations and programs that otherwise could not have participated. The activity introduced students to virtual collaboration and key telehealth skills, enhancing their confidence and familiarity with virtual interactions in a professional setting.
摘要：
■用药错误可导致重大不良事件。近50%的用药错误发生在用药过程的处方书写阶段,有效的跨专业协作和沟通是减少此过程中错误的关键。
■我们开发了一个由三部分组成的，60分钟,提供医疗的跨专业教育活动，医师助理,和药学学生有机会练习围绕处方实践的大学跨专业沟通。学习者实际上最初是作为一个大团体见面的，并在健康专业人员的协助下分为几个小组。第一部分涉及审查学习者准备的两个处方；第二部分是关于教育的讨论，角色,以及每个专业的责任；第3部分侧重于确定教师提供的示例中的处方错误。学生完成了预调查后，测量了他们对跨专业协作能力成就调查（ICCAS）领域的学习感知。
■在317名参与者中（151名骨病医生，68名医师助理硕士，和98名药学博士学生)，286完成了前期调查后，90%的反应率。学生报告说，在六个ICCAS领域的所有20个问题中，有统计学意义的（p<.001）增加。
■虚拟形式允许多个机构从不同地点参与。它通过促进具有不同观点的人之间的互动来扩大学习者的经验，并允许在其他情况下无法参与的地点和计划之间进行合作。该活动向学生介绍了虚拟协作和关键的远程医疗技能，增强他们在专业环境中对虚拟互动的信心和熟悉度。
■我们开发了一个由三部分组成的，60分钟,提供医疗的跨专业教育活动，医师助理,和药学学生有机会练习围绕处方实践的大学跨专业沟通。学习者实际上最初是作为一个大团体见面的，并在健康专业人员的协助下分为几个小组。第一部分涉及审查学习者准备的两个处方；第二部分是关于教育的讨论，角色,以及每个专业的责任；第3部分侧重于确定教师提供的示例中的处方错误。学生完成了预调查后，测量了他们对跨专业协作能力成就调查（ICCAS）领域的学习感知。
■在317名参与者中（151名骨病医生，68名医师助理硕士，和98名药学博士学生)，286完成了前期调查后，90%的反应率。学生报告说，在六个ICCAS领域的所有20个问题中，有统计学意义的（p<.001）增加。
■虚拟形式允许多个机构从不同地点参与。它通过促进具有不同观点的人之间的互动来扩大学习者的经验，并允许在其他情况下无法参与的地点和计划之间进行合作。该活动向学生介绍了虚拟协作和关键的远程医疗技能，增强他们在专业环境中对虚拟互动的信心和熟悉度。
