How pharmacy and medicine students experience the power differential between professions: “Even if the pharmacist knows better, the doctor’s decision goes” (original) (raw)
Related papers
International Journal of Clinical Pharmacy
Background Interprofessional education can prepare the workforce for collaborative practice in complex health and social care systems. Aim To examine the nature and extent of interprofessional education in schools of pharmacy in the United Kingdom. Method An online questionnaire was developed using systems theory, published literature and input from an interprofessional expert panel; it included closed and open-ended questions and a demographic section. Following piloting, it was distributed to 31 schools of pharmacy. Descriptive statistics were used for quantitative data, and a content analysis approach for qualitative data. Results Ten schools of pharmacy responded. All reported delivering compulsory interprofessional education. Most (80%) reported an interprofessional steering group overseeing development. Formative and/or summative assessment varied depending on year of study. Mechanism and purpose of evaluation varied with respondents reporting Kirkpatrick Evaluation Model Leve...
The only way round is through: Professional identity in pharmacy education and practice
Canadian Pharmacists Journal / Revue des Pharmaciens du Canada
Professional identity is a hot topic in the health professions literature. Health educators and leaders around the globe are urgently calling for curricular reform initiatives, aimed at shifting the emphasis from teaching professionalism to supporting professional identity development. 1-4 Professional identities are complex and dynamic, not static, 5 and they can be conceptualized from various theoretical viewpoints. We understand professional identities from a social constructivist perspective: They are "constructed and co-constructed as we participate in day-today social activities and through the use of language and artefacts and within power relations. " 5 Professional identity formation has been stated as a goal of health professions training, and it appears that everyone has jumped onboard, including pharmacy. 6-8 But why? Where did this newfound interest come from? What is the evidence that professional identity formation needs to become an integral part of health professions training? What is the benefit? Why are we embarking on this path in pharmacy-because medicine is? These critical questions are
Relationships of power: implications for interprofessional education
Journal of Interprofessional Care, 2011
Interprofessional education (IPE) is considered a key mechanism in enhancing communication and practice among health care providers, optimizing participation in clinical decision making and improving the delivery of care. An important, though under-explored, factor connected to this form of education is the unequal power relations that exist between the health and the social care professions. Drawing on data from the evaluation of a large multi-site IPE initiative, we use Witz's model of professional closure (1992) to explore the perspectives and the experiences of participants and the power relations between them. A subset of interviews with a range of different professionals (n ¼ 25) were inductively analyzed to generate emerging themes related to perceptions of professional closure and power. Findings from this work highlight how professionals' views of interprofessional interactions, behaviours and attitudes tend to either reinforce or attempt to restructure traditional power relationships within the context of an IPE initiative.
Pharmacy, 2016
Interprofessional education (IPE) has been recognised internationally as a way to improve healthcare professional interactions and team working in order to enhance patient care. Since pharmacists are increasingly part of multi-professional healthcare teams and are expanding their clinical roles, many pharmacy regulators have stipulated IPE must be included in educational curricula. This study aimed to examine how different Schools of Pharmacy (SOPs) in the UK implement IPE within their pharmacy course. Information about IPE was mainly obtained through interviews with staff from various SOPs. Nine telephone interviews were conducted which were analysed using a thematic analysis approach in order to derive common categories. These were identified as students, activities, barriers and facilitators and benefits of IPE. It was found that teaching methods used for IPE varied across SOPs. No standard strategy to deliver IPE was identified. Students were thought to value the IPE experience, especially the interaction with other professionals. The main barriers to implementing IPE arose from limited financial and organisational support. In general, many SOPs in the UK are undertaking IPE but challenges remain in establishing it as a routine part of the course, something which seems to echo difficulties in implementation of IPE both nationally and internationally.
Role Theory and the Practice of Interprofessional Education: A Critical Appraisal
2014
The stated goalsand therefore manifest functionsof Interprofessional Education (IPE) are to bring students of various health professions together to cultivate mutual understanding and respect for each occupation's role(s) and foster a culture of collaboration and teamwork to promote more effective and efficient care. Yet, there are telling gaps within IPE literature regarding the application of role theory to IPE pedagogy and research. In this work, we apply a sociological lens and the tenets of role theory to identify and analyze: (a) the apparent tensions nested within IPE aims with respect to issues of role specificity and role blurring; (b) the lack of attention paid to possible role adjustment strategies utilized by IPE students; (c) ambiguities within the IPE (and IPC) literature regarding the role(s) of the patient, including a failure to adequately acknowledge the status hierarchy of health-care delivery; and (d) how IPE may serve as a catalyst to reframe understandings of the physicians as 'team leader'. In addressing these issues, we suggest discipline-specific qualities that sociologists bring to IPE research, and future directions and applications for sociologists interested in exploring elements of IPE.
MedEdPublish, 2022
The dramatic, rapid and uncertain changes from the 20th to the 21st century are called global megatrends. Such trends are the emerging and re-emerging infectious diseases, an aging society, environmental hazards, behavioural risks, and more complicated lifestyles of humans in the digital age with advanced information technology (IT) that impact much on epidemiological transitions, health security and healthcare. Health professionals are the key persons for dealing with these challenging healthcare trends. The next generation of health professionals should be equipped with high professionalism especially for the components of humanism that artificial intelligence (AI) cannot replicate. Moreover, interprofessional collaborative teamwork among health professionals is a required skill for working in dynamic transitions such as the coronavirus disease 2019 (COVID-19) pandemic. Interprofessional education (IPE) is one of the essential strategies for enhancing teamwork skills in learners. Six previously reported trends in health profession education for the 21 st century are summarized, including interprofessional education, longitudinal integrated clinical education, understanding partnerships and social determination of health in patients, lifelong learning, competencybased skills changeable over time, and AI and IT integrated in education. The connection among megatrends, trends in healthcare, health professionalism and health professional's education will be important issues in academia for both health educators and health professionals.
International Journal of Pharmacy Practice, 2018
Objectives To determine the impact of authentic clinical tasks on student confidence in interprofessional communication and assess the perceptions of pharmacists and pharmacy undergraduate students on how their degree prepares them to communicate and integrate with other healthcare professionals. Methods Pharmacists completed a questionnaire regarding how their degree prepared them to communicate with other healthcare professionals. Third- and fourth-year pharmacy undergraduate students completed a modified questionnaire with questions relating to interprofessional learning and their experiences of reflective interprofessional communication tasks whilst on hospital placement. The questionnaires produced a combination of qualitative and quantitative data. Key findings Pharmacists (n = 36) and pharmacy students (n = 186) were in agreement that interprofessional training is important for undergraduate pharmacy students. Over 80% of student respondents viewed the interprofessional commu...
Pharmacy students' perceptions of their profession relative to other health care professions
International Journal of Pharmacy Practice, 2003
(1) To investigate pharmacy students' perceptions of 10 occupations within the medical and allied professions: community pharmacists, dentists, dietitians, general medical practitioners (GPs), hospital pharmacists, medical specialists, nurses, occupational therapists, physiotherapists and social workers. (2) To explore students' perceptions of community and hospital pharmacists at different stages of a four-year undergraduate programme and at the year of pre-registration training.
Medical Education, 2005
Background Professional teams are becoming more central to health care as evidence emerges that effective teamwork enhances the quality of patient care. Currently, health care professionals are poorly prepared by their education for their roles on the team. In parallel, there are increasing demands from consumers for health care professionals to serve the interests of society and patients through engaging in effective professional partnerships. Professionalism for health care providers is now being defined as a commitment to standards of excellence in the practice of the profession that are designed primarily to serve the interests of the patient and to be responsive to the health needs of society. Yet, there are multiple barriers impeding the development of professionalism beyond a uni-professional frame of reference.Method Incorporating teamwork and professionalism into health care professional curricula at pre-registration level is proving to be challenging. These 2 areas of learning are brought together in this paper through a discussion of the role of interprofessional education in preparing all health care professional students for the workforce.Conclusion Interprofessionalism is presented as a pre-registration curriculum framework that includes values shared by all health care professionals, which should be learned in order to more adequately prepare students for working in health care teams. It will be argued that interprofessional education provides appropriate methods by which to learn interprofessionalism, and that this will ultimately contribute to overcoming uni-professional exclusivity.