University of the Pacific, Thomas J. Long School of Pharmacy, 3601 Pacific Avenue, Stockton, CA 95211, United States.
Arkansas College of Osteopathic Medicine, 7000 Chad Colley Blvd, Fort Smith, AR 72916, United States.
Curr Pharm Teach Learn. 2021 Aug;13(8):1067-1072. doi: 10.1016/j.cptl.2021.06.012. Epub 2021 Jul 1.
This report describes a telehealth-based interprofessional education (IPE) module that connected medical and pharmacy students across different geographical locations. The IPE module focused on developing strategies aimed at reducing health inequities related to social determinants of health.
Teams of one doctor of osteopathic medicine and one or two doctor of pharmacy students were created by the course faculty member. Teams were instructed to meet at least four times via videoconferencing technology to discuss their assigned health inequity. Teams were instructed to design possible interventions to reduce the health inequity in their communities. Students completed the Interprofessional Collaborative Competency Attainment Scale (ICCAS) and a peer evaluation to provide feedback to their team member(s).
Four hundred and seventy teams comprising 1099 students have participated in this IPE module. On the ICCAS, significant improvement was noted on all items with highest gains on items related to communication and collaboration. On the 2018-2019 peer evaluations, 84.5% of students rated their teammates as exceptional on the item "rate your team member's respect for you and others on the team." On the 2019-2020 peer evaluations, highest agreement was noted on the statement "this student is able to act with honesty and integrity in relationships with other team members." A total of 81% of students felt that the IPE module was useful to their learning.
Improvement in the ICCAS and positive peer evaluations support a telehealth-based model for provision of IPE.
本报告描述了一种基于远程医疗的跨专业教育（IPE）模块，该模块将来自不同地理位置的医学生和药学生联系在一起。该 IPE 模块侧重于制定旨在减少与健康决定因素相关的健康不平等的策略。
IPE 活动：由课程教师创建由一名骨科医生和一名或两名药学学生组成的团队。团队被指示至少通过视频会议技术进行四次会议，以讨论他们指定的健康不平等问题。团队被指示设计可能的干预措施来减少他们社区中的健康不平等。学生完成跨专业协作能力量表（ICCAS）和同伴评估，为他们的团队成员提供反馈。
已有 470 个团队，共计 1099 名学生参加了这个 IPE 模块。在 ICCAS 上，所有项目都有显著提高，与沟通和协作相关的项目提高幅度最大。在 2018-2019 年的同伴评估中，84.5%的学生在“评价你的团队成员对你和团队中的其他人的尊重”这一项目上给他们的队友打了最高分。在 2019-2020 年的同伴评估中，对“该学生在与其他团队成员的关系中能够表现出诚实和正直”这一说法的一致程度最高。共有 81%的学生认为 IPE 模块对他们的学习很有用。
ICCAS 的提高和积极的同伴评估支持基于远程医疗的 IPE 提供模式。
