Inter-professional Education: Establishing a Collaborative Pharmacy-Medicine Research Education Certificate Program
Abstract
Background: Interprofessional collaboration (IPC) is the cornerstone to successful patient care, outcomes and research endeavors. Yet, no study has investigated this premise as applied to research methodology amongst physicians in training. We proposed a formalized research education program to evaluate its validity. Objective: To determine whether IPC between the Departments of Medicine and the Pharmacy improves research methodology amongst trainees of the program. Methods: Through funding from the Nussbaum Grant, four weekly evidence-based medicine (EBM) research lectures were offered to internal medicine, pharmacy residents and medical students. A core element of statistical concepts, clinical trial design, abstract/manuscript development, and grant proposals were taught. Each session included active discussions within groups consisting of all disciplines to maximize inter-professional interaction. Efficacy of the concept was evaluated utilizing the Fresno test prior starting and at the end of the course. Results: A total of 72 participants were enrolled in the program since 2013: 28 medical/pharmacy residents, 38 medical students and 6 research fellows. Overall mean Fresno score increased from 89.7±28.3 to 118.1 ±31.0, (p<0.001). The improvement in the total score was consistent across all disciplines; medical students (27.2±29.6; p<0.001), medical residents (35±26; p<0.001), pharmacy residents (22.3±20.8; p=0.05) as well as research fellows (15.3±13.7; p=0.041).In contrast to initial performance differences between disciplines in the EBM naïve population (p=0.004), the participants performed comparably by the end of the course (p=0.184). Conclusion: An IPC research program at our institution significantly improved knowledge and skills related to research methodology, especially in EBM naïve trainees.
Full Text: PDF DOI: 10.15640/ijmp.v6n2a5
Abstract
Background: Interprofessional collaboration (IPC) is the cornerstone to successful patient care, outcomes and research endeavors. Yet, no study has investigated this premise as applied to research methodology amongst physicians in training. We proposed a formalized research education program to evaluate its validity. Objective: To determine whether IPC between the Departments of Medicine and the Pharmacy improves research methodology amongst trainees of the program. Methods: Through funding from the Nussbaum Grant, four weekly evidence-based medicine (EBM) research lectures were offered to internal medicine, pharmacy residents and medical students. A core element of statistical concepts, clinical trial design, abstract/manuscript development, and grant proposals were taught. Each session included active discussions within groups consisting of all disciplines to maximize inter-professional interaction. Efficacy of the concept was evaluated utilizing the Fresno test prior starting and at the end of the course. Results: A total of 72 participants were enrolled in the program since 2013: 28 medical/pharmacy residents, 38 medical students and 6 research fellows. Overall mean Fresno score increased from 89.7±28.3 to 118.1 ±31.0, (p<0.001). The improvement in the total score was consistent across all disciplines; medical students (27.2±29.6; p<0.001), medical residents (35±26; p<0.001), pharmacy residents (22.3±20.8; p=0.05) as well as research fellows (15.3±13.7; p=0.041).In contrast to initial performance differences between disciplines in the EBM naïve population (p=0.004), the participants performed comparably by the end of the course (p=0.184). Conclusion: An IPC research program at our institution significantly improved knowledge and skills related to research methodology, especially in EBM naïve trainees.
Full Text: PDF DOI: 10.15640/ijmp.v6n2a5
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