Cernasev Alina, Scott Devin, Barenie Rachel, Walker Crystal, Khan Muneeza, Koltnow Paul, Callahan William R, Hall Amy
Department of Clinical Pharmacy and Translational Science, College of Pharmacy, University of Tennessee Health Science Center.
Department of Interprofessional Education, College of Graduate Health Sciences and Teaching and Learning Center, University of Tennessee Health Science Center.
Innov Pharm. 2024 Aug 21;15(3). doi: 10.24926/iip.v15i3.5948. eCollection 2024.
Deprescribing is a complex and pivotal process in the healthcare system that requires the involvement of different healthcare professionals, as well as patients and family members. Given the multifaceted healthcare professionals involved in deprescribing, fostering interdisciplinary healthcare teams during the didactic and experiential educational engagement is imperative. Thus, this study aimed to characterize healthcare professional students' opinions on the importance of an interdisciplinary approach to deprescribing during the didactic and experiential components of the curriculum. This qualitative study was conducted with healthcare professional students enrolled in a professional degree program at one Mid-South health science center located in the US. Focus groups were conducted via an online platform over three months in 2022, and recruitment continued until thematic saturation was achieved. Using Thematic Analysis, the corpus of the transcribed data was imported into Dedoose®, a qualitative software that facilitated the analysis. A total of 36 healthcare professional students participated in four focus groups. Three themes emerged from the data: 1) setting the stage for deprescribing, 2) developing interprofessional deprescribing simulations, 3) potential positive patient outcomes. In the first theme, the healthcare professional students describe current challenges in the deprescribing process that call attention to the interprofessional nature of deprescribing. The second theme demonstrates the necessity of developing interprofessional simulations to educate healthcare professional students in the practice of deprescribing. Finally, in the third theme, the healthcare professional students illustrate the potential of interprofessional education on deprescribing to improve patient outcomes. The data highlights that there was strong agreement between extant literature and health professions participants on barriers to deprescribing, including interprofessional communication issues, and on the recommendation to enact interprofessional healthcare simulation education on deprescribing. In addition, the potential benefits of increased interprofessional education will provide immeasurable benefits and create an ample understanding of the health professions roles. These findings suggest that deprescribing focused interprofessional healthcare simulation educational activities should be conducted and assessed.
减药是医疗保健系统中一个复杂且关键的过程，需要不同医疗专业人员以及患者和家庭成员的参与。鉴于参与减药的医疗专业人员具有多面性，在理论和实践教育过程中培养跨学科医疗团队势在必行。因此，本研究旨在描述医疗专业学生对于在课程的理论和实践部分采用跨学科方法进行减药的重要性的看法。这项定性研究是针对在美国中南部一个健康科学中心攻读专业学位课程的医疗专业学生开展的。2022年，通过在线平台进行了为期三个月的焦点小组讨论，招募工作持续进行，直至达到主题饱和。使用主题分析法，将转录数据的语料库导入定性软件Dedoose® ，该软件有助于分析。共有36名医疗专业学生参加了四个焦点小组。数据中出现了三个主题：1）为减药奠定基础，2）开展跨专业减药模拟，3）潜在的积极患者结果。在第一个主题中，医疗专业学生描述了减药过程中当前面临的挑战，这些挑战凸显了减药的跨专业性质。第二个主题表明开展跨专业模拟对于教育医疗专业学生进行减药实践的必要性。最后，在第三个主题中，医疗专业学生阐述了跨专业减药教育改善患者结果的潜力。数据表明，现有文献与健康专业参与者在减药障碍（包括跨专业沟通问题）以及开展跨专业医疗减药模拟教育的建议方面达成了强烈共识。此外，增加跨专业教育的潜在益处将带来不可估量的好处，并使人们对健康专业角色有充分的了解。这些发现表明，应该开展并评估以减药为重点的跨专业医疗模拟教育活动。
