Wilbur Kerry, El-Awaisi Alla, El-Hajj Maguy S
The University of British Columbia, Faculty of Pharmaceutical Sciences, Vancouver, BC Canada.
Qatar University, College of Pharmacy, Doha, Qatar.
J Taibah Univ Med Sci. 2022 Jun 12;17(6):991-999. doi: 10.1016/j.jtumed.2022.05.007. eCollection 2022 Dec.
Stereotypes among health professionals can jeopardize the delivery of collaborative healthcare and the achievement of positive patient outcomes. However, interprofessional education (IPE) can promote early clarification of roles, and understanding and mutual respect among trainees from different health disciplines. We studied the effects of IPE activities on the views and attitudes of pharmacy students toward nurse- and physician-trainees.
Pharmacy students completed a structured written reflection exercise immediately following two separate IPE activities with nursing and medical students, both oriented around diabetes care. We conducted an inductive content analysis of these texts to identify key themes according to the domains of the contact hypothesis theoretical framework: organizational authority, common goals, intergroup cooperation, equal group status and intergroup status. Pharmacy students were also asked how these IPE activities have influenced their views regarding their future pharmacy practice.
Pharmacy students felt that their groups had cooperated to solve the common patient care goals in each IPE activity, and noted no distinction between the nursing and medical students. However, through either explicit or implicit negotiation of overlapping roles, many pharmacy students ultimately assumed deferential positions relative to medical students. Overall, pharmacy students' attitudes and views regarding the abilities and roles of nursing and medical students in patient care were favorably altered through the IPE activities. Notably, nurses' drug knowledge and diagnostic abilities of nurses and physicians' familiarity with the primary literature and prescribing regimens was previously under-rated but became recognized after IPE activities.
Pharmacy students' stereotypical views towards nursing and medical students were positively shifted when IPE activity conditions were optimized for intergroup contact.
卫生专业人员之间的刻板印象可能会危及协作医疗服务的提供以及患者获得积极治疗效果。然而，跨专业教育（IPE）可以促进角色的早期明确，以及来自不同卫生学科的学员之间的理解和相互尊重。我们研究了IPE活动对药学专业学生对护理和医学专业学员的看法及态度的影响。
药学专业学生在与护理和医学专业学生分别进行的两项围绕糖尿病护理展开的IPE活动结束后，立即完成了一项结构化的书面反思练习。我们对这些文本进行了归纳性内容分析，以根据接触假设理论框架的领域确定关键主题：组织权威、共同目标、群体间合作、平等群体地位和群体间地位。还询问了药学专业学生这些IPE活动如何影响了他们对未来药学实践的看法。
药学专业学生认为他们的小组在每次IPE活动中都为实现共同的患者护理目标进行了合作，并且指出护理和医学专业学生之间没有差别。然而，通过对重叠角色的明确或隐含协商，许多药学专业学生最终相对于医学专业学生处于顺从地位。总体而言，通过IPE活动，药学专业学生对护理和医学专业学生在患者护理中的能力和角色的态度及看法得到了积极改变。值得注意的是，护士的药物知识和诊断能力以及医生对主要文献和处方方案的熟悉程度此前被低估，但在IPE活动后得到了认可。
当IPE活动条件针对群体间接触进行优化时，药学专业学生对护理和医学专业学生的刻板印象得到了积极转变。
