Stegmann T, Neininger M P, Laufs U, Bertsche T
Department of Cardiology, University Hospital Leipzig, Germany.
Drug Safety Center, Medical Faculty, Leipzig University and Leipzig University Hospital, Germany.
Pharmazie. 2024 Dec 30;79(10):240-245. doi: 10.1691/ph.2024.4598.
: Interprofessional education of medical and pharmacy students may improve competence-based university teaching. : We developed a joint bed-side teaching to improve patient-related competencies in identifying drug-related problems in hospitalized patients at a university cardiology department. Students were randomly allocated in mixed teams of medical and pharmacy students (1:3). The concept consisted of four parts: (i) kick-off session (day 1), (ii) file analysis and bed-side patient interview (day 2), (iii) medication analysis (free time management), and (iv) presentation of the acquired results (day 3). Expectations and competencies, predefined in 10 categories and 10 assessment levels (0-none to 10-maximum), were evaluated before and after the course (degree of fulfillment of the expectations reported after the course). : Overall, 12 students participated, eight of whom were female. Median age was 23 years (Q25/Q75: 22/24). The median time at university was 8 semesters (Q25/Q75: 7/9). The competencies were assessed by the students before and after the course in the following categories: Competencies in "Treatment of diseases" (median rating before/after the course: 6/7; n.s.), "Diagnostics of diseases" (4.5/5; n.s.), "Future physician-pharmacist cooperation" (6/8; p=0.005), "Interaction with patients" (6.5/7; n.s.), "Cardiology" (5/7; p=0.012), "Interprofessional student communication" (6.5/9; p=0.005), "Dealing with patient-oriented questions" (6.5/8; n.s.), "Future professional life" (5/7.5; p=0.012), "Practical problem solving" (6/7; p=0.027), "Scientific work" (6/7.5; n.s.). Expectations before the course were highest (median of 10) in the categories "Future physician-pharmacist cooperation", "Dealing with patient-oriented questions", "Future professional life", and "Practical problem solving". The highest levels of expectation fulfilment were reported after the course for the categories "Future physician-pharmacist cooperation" and "Interprofessional student-communication". In the free text, interprofessional collaboration was frequently mentioned as a particularly positive aspect of the course. : A pilot joint bed-side teaching course for medical and pharmacy students was feasible and an early interprofessional collaboration during medical and pharmacy studies may improve several competencies particularily regarding competencies in physician-pharmacist cooperation and in interprofessional student communication.
医学和药学专业学生的跨专业教育可能会提高基于能力的大学教学水平。我们开展了一项联合床边教学，以提高大学心脏病学系住院患者药物相关问题识别中与患者相关的能力。学生被随机分配到医学和药学专业学生混合组成的小组中（1:3）。该课程包括四个部分：（i）启动环节（第1天），（ii）病历分析和床边患者访谈（第2天），（iii）药物分析（自由时间管理），以及（iv）所获结果展示（第3天）。在课程前后对预先定义的10个类别和10个评估水平（0-无到10-最高）的期望和能力进行评估（课程结束后报告期望达成程度）。总体而言，12名学生参与其中，其中8名是女性。年龄中位数为23岁（四分位数间距：22/24）。在大学的时间中位数为8个学期（四分位数间距：7/9）。学生在课程前后对以下类别的能力进行了评估：“疾病治疗”能力（课程前后中位数评分：6/7；无统计学差异），“疾病诊断”能力（4.5/5；无统计学差异），“未来医生-药师合作”能力（6/8；p = 0.005），“与患者互动”能力（6.5/7；无统计学差异），“心脏病学”能力（5/7；p = 0.012），“跨专业学生沟通”能力（6.5/9；p = 0.005），“处理以患者为导向的问题”能力（6.5/8；无统计学差异），“未来职业生涯”能力（5/7.5；p = 0.012），“实际问题解决”能力（6/7；p = 0.027），“科研工作”能力（6/7.5；无统计学差异）。课程前期望最高（中位数为10）的类别是“未来医生-药师合作”、“处理以患者为导向的问题”、“未来职业生涯”和“实际问题解决”。课程结束后报告期望达成水平最高的类别是“未来医生-药师合作”和“跨专业学生沟通”。在自由文本中，跨专业合作经常被提及为该课程特别积极的一个方面。一项针对医学和药学专业学生的联合床边教学试点课程是可行的，医学和药学学习期间的早期跨专业合作可能会提高多项能力，特别是在医生-药师合作能力和跨专业学生沟通能力方面。
