An Evaluation of an Interdisciplinary Joint Clinical Placement between Podiatry and Pharmacy Students

Otter, S. J., Robinson, C. J., James, Delyth H., Allen, M. C., Davies, J. G. and Stew, G. 2003. An Evaluation of an Interdisciplinary Joint Clinical Placement between Podiatry and Pharmacy Students. Pharmacy Education 3 (4) , pp. 253-260. 10.1080/15602210310001624899

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Abstract

The aim of this study was to evaluate a new joint clinical placement for third year undergraduate Pharmacy and Podiatry students. The purpose of which was to foster interprofessional education, enhance multidisciplinary working, and improve drug history taking, analysis and evaluation for students on both courses. The study involved a pre and post semi-structured questionnaire design targeted at 93 students attending a joint clinical placement. Podiatry students reported an increase in confidence in taking a patient case history, taking and documenting a drug history and communicating with other health professionals. Smaller increases in confidence were reported in identifying medication-related problems, assessing patient compliance and understanding the pharmacological basis of disease management. Pharmacy students reported an increase in confidence for all of the above descriptors and also constructing and prioritising pharmaceutical problem lists. Neither group reported high confidence levels with regard to the ability to critically discuss disease management. This study demonstrated that an interprofessional clinical placement can be an effective learning and teaching strategy for third year undergraduate Pharmacy and Podiatry students.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Pharmacy
Subjects:	L Education > LB Theory and practice of education > LB2300 Higher Education R Medicine > RS Pharmacy and materia medica
Uncontrolled Keywords:	Interprofessional learning; Undergraduate; Healthcare; Pharmacy; Podiatry
Publisher:	Informa Healthcare
ISSN:	1560-2214
Last Modified:	31 Jul 2020 01:40
URI:	https://orca.cardiff.ac.uk/id/eprint/18604

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