Anderson Elizabeth, Lakhani Neena
Department of Medical and Social Care Education, University of Leicester, UK.
Leicester School of Pharmacy, De Montfort University, Leicester, UK.
Clin Teach. 2016 Aug;13(4):291-7. doi: 10.1111/tct.12485. Epub 2016 Feb 3.
Prescribing errors remain a continuing patient safety concern. Eradicating error in prescribing requires closer working between doctors and pharmacists. We report on interprofessional learning for medical and pharmacy students on complex polypharmacy in older people. This short course enables final-year students to work with in-patients to meticulously assess the completeness and accuracy of their prescriptions. The learning theory applied is experiential learning and reflection.
A mixed-method evaluation study was used to examine students' learning, using a questionnaire, case presentations and ward feedback forms. The quantitative questionnaire data were analysed using spss and qualitative data were analysed using thematic analysis; case presentations and feedback forms were analysed using content analysis.
A total of 525 students (294 medical students and 231 pharmacy students) participated in the course. The students' self-ratings suggested significant advances in their knowledge (p < 0.001). The main emerging themes related to the value of collaborative learning, new insights into the management of polypharmacy in older people and how to achieve effective communication to ensure medication safety. In-depth analysis of 58 in-patient cases identified drug errors concerning STOPP/START guidelines, unclear prescriptions and drug interactions. Eradicating error in prescribing requires closer working between doctors and pharmacists
Medical and pharmacy students seemed to value collaborative practise to jointly analyse the complexity of polypharmacy in older people. This evaluation highlights the potential benefits of real-life experiential training followed by reflection and analyses to propel student learning and to help practice teams.
处方错误仍是持续存在的患者安全问题。消除处方错误需要医生和药剂师更紧密地合作。我们报告了针对医学和药学专业学生开展的关于老年人复杂多重用药问题的跨专业学习情况。这个短期课程使最后一年的学生能够与住院患者合作，细致地评估他们处方的完整性和准确性。所应用的学习理论是体验式学习和反思。
采用混合方法评估研究来考察学生的学习情况，使用了问卷、病例展示和病房反馈表。定量问卷数据用SPSS进行分析，定性数据用主题分析进行分析；病例展示和反馈表用内容分析进行分析。
共有525名学生（294名医学生和231名药学专业学生）参加了该课程。学生的自我评估表明他们在知识方面有显著进步（p < 0.001）。主要出现的主题涉及合作学习的价值、对老年人多重用药管理的新见解以及如何实现有效的沟通以确保用药安全。对58个住院病例的深入分析发现了与STOPP/START指南、处方不清晰和药物相互作用有关的用药错误。消除处方错误需要医生和药剂师更紧密地合作。
医学生和药学专业学生似乎重视合作实践，以共同分析老年人多重用药的复杂性。该评估突出了进行现实生活体验式培训，随后进行反思和分析，以推动学生学习并帮助实践团队的潜在益处。
