|Year : 2020 | Volume
| Issue : 2 | Page : 125-127
Exposing undergraduate medical students to inter-professionalism education in the competency-based curriculum
Saurabh RamBihariLal Shrivastava1, Prateek Saurabh Shrivastava2
1 Member of the Medical Education Unit and Institute Research Council, Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpaet District, Tamil Nadu, India
2 Department of Community Medicine, Shri Sathya Sai Medical College and Research Institute, Sri Balaji Vidyapeeth – Deemed to be University, Ammapettai, Nellikuppam, Chengalpaet District, Tamil Nadu, India
|Date of Submission||24-Nov-2019|
|Date of Decision||12-Feb-2020|
|Date of Acceptance||24-Apr-2020|
|Date of Web Publication||29-Aug-2020|
Professor Saurabh RamBihariLal Shrivastava
Department of Community Medicine, Shri Sathya Sai Medical College & Research Institute, Sri Balaji Vidyapeeth (SBV) – Deemed to be University, Thiruporur-Guduvancherry Main Road, Ammapettai, Nellikuppam, Chengalpet District, Tamil Nadu 603108
Source of Support: None, Conflict of Interest: None
The field of medicine has been regarded as one of the most complex fields requiring inputs from a number of stakeholders for a favorable outcome of a patient. Acknowledging this, it is the need of the hour to expose the medical students to the concept of inter-professional education (IPE) right from the initial stages of their career. The context to initiate IPE usually results whenever there is a desire to ameliorate health outcomes of the patients or to improve the health care delivery practices. At the same time, the time allocated for the electives after the completion of third professional year can also be utilized to run a complete module or training on any inter-professional course. In conclusion, an approach of inter-professional education is a must to ensure the delivery of effective and efficient health care, including the domains of enhancing patient safety through optimal utilization of the skills of each professional.
Keywords: Healthcare, inter-professional education, medical students
|How to cite this article:|
Shrivastava SR, Shrivastava PS. Exposing undergraduate medical students to inter-professionalism education in the competency-based curriculum. MAMC J Med Sci 2020;6:125-7
|How to cite this URL:|
Shrivastava SR, Shrivastava PS. Exposing undergraduate medical students to inter-professionalism education in the competency-based curriculum. MAMC J Med Sci [serial online] 2020 [cited 2020 Oct 29];6:125-7. Available from: https://www.mamcjms.in/text.asp?2020/6/2/125/293894
| Introduction|| |
The field of medicine has been regarded as one of the most complex fields requiring inputs from a number of stakeholders for a favorable outcome of a patient. Even though, doctors have been identified as the leader of the team, in the real sense, it is the teamwork which is always behind the success or failure of any intervention. However, it is important to realize that the success of the health care delivery is not only determined by the health sector, and as a matter of fact the biomedical department, nursing department, technicians, radiation therapists, etc., are equally important for the same.,
| Inter-Professional Education|| |
In general, inter-professional education (IPE) refers to the strategy wherein representatives from more than one fraternity work and learn together with a solitary intention to improve the health and well-being of the patients. The context to initiate IPE usually results whenever there is a desire to ameliorate health outcomes of the patients or to improve the health care delivery practices.,, The findings of different IPE initiatives have clearly indicated that it has played a significant role in improving the skill and knowledge levels of all the involved professionals.,,,, In addition, definitive evidence is available to suggest that a team of inter-professionals play an indispensable role in improving patient outcomes, adherence to treatment/guidelines, patient satisfaction, and competency level of health professionals.
| Current Prospects of IPE and its Evaluation|| |
It is the need of the hour to initiate the concept of IPE in the medical education right from the time of foundation course and across different professional years. At the same time, the time allocated for the electives after the completion of third professional year can also be utilized to run a complete module or training on any inter-professional course. The same practices should extend even in the period of internship and all measures have to be taken to ensure that the medical student understands and realizes the need of an inter-professional approach for a better health outcome.,
In Shri Sathya Sai Medical College and Research Institute, a constituent Unit of Sri Balaji Vidyapeeth, we have attempted to expose the third semester undergraduate students to different professional group of people as a part of Clinical Research Audit by Medical Students (CReAMS). This is a week-long educational initiative, wherein we expose the students to the hospital as a system and the students keep a track of patients right from their entry into the hospital till, they are discharged. The students accompany patients in different departments (viz. Medical Record Department, Laboratory, Radiology, etc.) and understand the role and importance of different professionals in delivery of health care and ensuring wellbeing of an individual. At the same time, other professionals learn from the medical students like what the doctor really expects from them and in this way collaboration between different professional groups is enhanced. Even though, the medical students and other professional groups do not join their hands to solve the problems of individual, nevertheless such an approach at least makes a beginning towards the IPE. On the similar lines, as a part of the foundation course for the first professional year undergraduate students admitted in the year 2019–2020 in Shri Sathya Sai Medical College and Research Institute, our University - Sri Balaji Vidyapeeth took an initiative to expose the students to yoga therapy and music therapy with the help of the specialists to make them understand about the role of these branches in the resolution of the medical ailments. However, in general, each of these IPE initiatives should be evaluated periodically to ensure that the course/curriculum can be modified based on the feedback from the learners.,
The goal of these programs has to be the creation of a team which can provide patient-centered care, and this is accomplished by addressing primarily four key areas, including values and ethics while working in an inter-professional team, roles and responsibilities, communication practices, and team-based practice.,, The approach of IPE has been employed successfully in the field of public health and various specialties and encouraging results have been obtained and thus it warrants similar approach to be advocated in the field of medical education.,, In the field of imparting IPE in public health, students were exposed to narrative writing about individuals and the problems faced by them and this was further supplemented with images and video footage from the area. Then, the students were asked to explain what public health means to them and critically discuss with each other regarding how different set of professionals can play their part in sorting out the public health concerns of the individuals and the community. This was a significant step in the making of a community health physician and making them understand the role of different professional groups for a collaborative public health practice.
However, a wide range of challenges have been identified in the implementation of inter-professional education in medical colleges, especially pertaining to the coordination and harmonization of the curricula of the offered professional courses, designing of the curriculum, time management (as the course is already having lot many things to deliver to students within the stipulated time), arrangement of resources, varied student population groups, reluctance from faculty members due to not being trained, etc.,, It is vital to understand that all these challenges can be dealt effectively with proper planning in terms of scheduling of inter-professional sessions, active involvement of faculty members after they are being trained about the same through periodic faculty development programs and sensitization of the medical students with an aim to inculcate their interest in interprofessional education.,,,
| Conclusion|| |
In conclusion, an approach of inter-professional education is a must to ensure the delivery of effective and efficient health care, including the domains of enhancing patient safety through optimal utilization of the skills of each professional.
Financial support and sponsorship
Conflicts of interest
There are no conflicts of interest.
| References|| |
Hammick M, Freeth D, Koppel I, Reeves S, Barr H. A best evidence systematic review of interprofessional education: BEME Guide no. 9. Med Teach 2007;29:735-51.
Reeves S, Perrier L, Goldman J, Freeth D, Zwarenstein M. Interprofessional education: effects on professional practice and healthcare outcomes (update). Cochrane Database Syst Rev 2013;28:CD002213.
Muzaffar K, Rehman R, Siddiqi HS. Interprofessional education: The way forward in health profession education. J Pak Med Assoc 2019;69:1757.
Almeida RGDS, Silva CBG. Interprofessional Education and the advances of Brazil. Rev Lat Am Enfermagem 2019;27:e3152.
Senior E, Telford M. Using an integrated teaching and learning approach to deliver inter-professional practice in Public Health. Nurse Educ Today 2015;35:1013-5.
Leathers JS, Davidson H, Desai N. Interprofessional education between medical students and nurse practitioner students in a Global Health course. BMC Med Educ 2018;18:200.
Farra A, Zeenny R, Nasser S, Asmar N, Milane A, Bassil M et al.
Implementing an interprofessional education programme in Lebanon: overcoming challenges. East Mediterr Health J 2018;24:914-21.
Maeno T, Haruta J, Takayashiki A, Yoshimoto H, Goto R, Maeno T. Interprofessional education in medical schools in Japan. PLoS One 2019;14:e0210912.
Dyess AL, Brown JS, Brown ND, Flautt KM, Barnes LJ. Impact of interprofessional education on students of the health professions: a systematic review. J Educ Eval Health Prof 2019;16:33.
Kutaimy R, Zhang L, Blok D, Kelly R, Kovacevic N, Levoska M et al.
Integrating patient safety education into early medical education utilizing cadaver, sponges, and an inter-professional team. BMC Med Educ 2018;18:215.
Gillieatt S, Martin R, Marchant T, Fielding A, Duncanson K. Evaluation of an inter-professional training program for student clinical supervision in Australia. Hum Resour Health 2014;12:60.
Sri Balaji Vidyapeeth. CReAMS (Clinical Research and Audit by Medical Students); 2020. Available from: http://sbvu.ac.in/?s=CReAMS
(Accessed February 13, 2020).
Tran C, Kaila P, Salminen H. Conditions for interprofessional education for students in primary healthcare: a qualitative study. BMC Med Educ 2018;18:122.
Homeyer S, Hoffmann W, Hingst P, Oppermann RF, Dreier-Wolfgramm A. Effects of interprofessional education for medical and nursing students: enablers, barriers and expectations for optimizing future interprofessional collaboration − a qualitative study. BMC Nurs 2018;17:13.