Transcript IPL * update from School of Pharmacy

IPL – update from School of
Pharmacy
Fiona Miller
Lecturer, School of Pharmacy
What are we trying to achieve?
• Incorporate IPL as a standard “method of learning”
rather than an ad hoc activity
• Facilitate a shift towards an embedded perception
that pharmacists are a useful part of the team
* The majority of pharmacists practice in
‘discipline isolation’
* About 10% of students will gain an intern
position in a public hospital
Our strategic approach
• Where are pharmacists?
• What do they do?
• What skills do they have, that others might not know
about?
• What skills are generic, and could be learned
together?
• What interactions will grow professional
relationships in the ‘real world’?
Where are the pharmacists?
• On wards
• In community pharmacy
• Running drug information and poisons information
services
• Working in clinical trials
What do they do?
Pharmacists use their expertise in medicines to optimise health
outcomes and minimise medication misadventure.
The practice of pharmacy includes the custody, preparation, dispensing
and provision of medicines, together with systems and information to
assure quality of use.
As readily accessible health professionals, pharmacists provide primary
health care including education and advice to promote good health
and to reduce the incidence of illness.
A sound pharmaceutical knowledge base, effective problem-solving,
organisational, communication and interpersonal skills, together with
an ethical and professional attitude, are essential to the practice of
pharmacy.
National Competency Standards Framework for Pharmacists in Australia.
Pharmaceutical Society 2010
What do they do?
Pharmacists use their expertise in medicines to optimise
health outcomes and minimise medication misadventure.
 CLEIMS-3 : a simulation activity where pharmacy students
assist medical students with appropriate and safe
prescribing during a ward round
• Hospital Pharmacists
 CLEIMS-3 : a simulation activity where pharmacy students
assist medical, dietetics and exercise physiology students
with understanding appropriate and safe use of a common
but potentially problematic medicine
• Hospital / Community Pharmacists
What do they do?
The practice of pharmacy includes the custody,
preparation, dispensing and provision of medicines,
together with systems and information to assure quality
of use.
 IV medication round : a simulation activity where
pharmacy students assist nursing students with
appropriate administration of IV medications
• Hospital Pharmacists
What do they do?
As readily accessible health professionals, pharmacists
provide primary health care including education and
advice to promote good health and to reduce the
incidence of illness.
 STEPS : a simulation activity around the themes of health
promotion, self-management strategies and motivational
interviewing, with exercise physiology students
• Community Pharmacists
What do they do?
A sound pharmaceutical knowledge base, effective
problem-solving, organisational, communication and
interpersonal skills, together with an ethical and
professional attitude, are essential to the practice of
pharmacy.
 CLEIMS-4 : simulated professional interactions (conducted
over the phone) where the skills of handover, sharing of
care, clinical reasoning, provision of drug information and
problem-solving are required
• Community Pharmacists
 Communication Skills workshops : shared small group
workshops with medical students, practising skills of
history taking, culturally appropriate communication,
ethical challenges
• Community Pharmacists
Are we meeting learning objectives?
STEPS with Exercise Physiology :
• all participating Pharmacy students agreed or strongly agreed
that the inter-professional activity better prepared them for
collaborative management of cardiovascular disease
Are we meeting learning objectives?
Cultural Competence and Diversity communication
workshop :
• the majority of students commented on
– feeling nervous and then more relaxed
– the value of feedback from peers
– to ask rather than assume
• Many students commented on how interested the Medical
students were in them
• Those that had joined the Med students for a previous activity
noted they didn’t feel nervous initially, yet still gained new
insights into their communication strategies
Are we meeting learning objectives?
CLEIMS-4 phone calls :
• students identified
– the difference in trying to communicate professionally
over the phone
– the difficulty in remaining concise and predicting potential
questions (so as to have an answer ready)
– the time pressure made them realise what practice might
be like
• many reflected on their strength being drug knowledge
and problem-solving
Plans for the future
• Formalise aligned assessment strategies with partner
disciplines (eg preparation and engagement,
attitudinal change, reflection)
• Under consideration : an interprofessional workshop
on the theme of vaccination