Pharmacy Practice Research, University of Sydney, ISPW, 2006.

Incorporating Inter-Professional Learning into the Rural Pharmacy

Curriculum

Dr Sue Taylor Associate Dean (Rural) The University of Sydney

Pharmacy Practice Research, University of Sydney, ISPW, 2006.

Bachelor of Pharmacy (Rural)

• Introduced in 2003 • Designed to

– Address the rural workforce shortage by

– Producing pharmacists ready for rural practice

Pharmacy Practice Research, University of Sydney, ISPW, 2006.

USyd-Orange Campus 2003 & 2004

Pharmacy Practice Research, University of Sydney, ISPW, 2006.

Relocation to Sydney in 2005

Pharmacy Practice Research, University of Sydney, ISPW, 2006.

Faculty of Pharmacy

Pharmacy Practice Research, University of Sydney, ISPW, 2006.

Rural degree from a

metropolitan campus? • Rural exposure essential

• Extended clinical placement based at

UDRHs – 12 weeks in final semester of 4th year

Pharmacy Practice Research, University of Sydney, ISPW, 2006.

UDRH Lismore

Pharmacy Practice Research, University of Sydney, ISPW, 2006.

Broken Hill

Pharmacy Practice Research, University of Sydney, ISPW, 2006.

Units of Study 4th Year Semester 2, B Pharm (Rural)

• Clinical Practice – 2 days per week in a pharmacy

• Pharmacotherapeutics – Synchronous on-line problem based tutorials – Lectures by narrated Power Point

• Integrated Rural and Remote Health Care – Opportunity for inter-professional learning (IPL)

Pharmacy Practice Research, University of Sydney, ISPW, 2006.

IPL at USyd

• Program already developed – Ward based – Expanded from 1 to 3 hospitals in Sydney – Unsuitable for students in community

placements

• New program required – Retaining important elements

Pharmacy Practice Research, University of Sydney, ISPW, 2006.

Aim

To • develop, implement and evaluate a

model suitable for inter-professional learning for health care students

• undertaking an clinical placement in a rural setting

Pharmacy Practice Research, University of Sydney, ISPW, 2006.

Expectations

• Students from different disciplines

– Present at UDRH at same time – Available for joint sessions – Willing to participate if not compulsory

Pharmacy Practice Research, University of Sydney, ISPW, 2006.

Program Design • Discussion with

– IPL co-ordinator at USyd and – BH and Lismore UDRH staff

• Classroom sessions not clinical site – Pseudo cases rather than real cases

• 2 different sites – Pilot two models

Pharmacy Practice Research, University of Sydney, ISPW, 2006.

Model 1 – Broken Hill

• Pharmacy students attended – Tutorials and lectures with USyd medical

students on community rotation • PBL rural cases • Aboriginal health • Snake bite • Prescribing for geriatric patients

• Shared accommodation

Pharmacy Practice Research, University of Sydney, ISPW, 2006.

Model 2- Lismore Plan

• Team building exercise • Discussion about effective teamwork led

by Nurse/academic • Panel of practitioners to discuss patient

journey • Debrief following discipline specific and

inter-disciplinary placement

Pharmacy Practice Research, University of Sydney, ISPW, 2006.

Inter-professional Visits

• Pharmacy students at BH and Lismore – Do a series of visits with other health care

professionals – Observe and describe roles of HCP’s – Follow a patient’s journey through the

health care system – Reflect on effective team work

Pharmacy Practice Research, University of Sydney, ISPW, 2006.

Assessment

• Attendance and participation 20% • Portfolio 20% • Oral presentation of patient’s journey 20% • Closed book examination 40%

Pharmacy Practice Research, University of Sydney, ISPW, 2006.

Evaluation

• Questionnaire – Students

• Pharmacy • Medical and others

– UDRH staff – Practitioners

Pharmacy Practice Research, University of Sydney, ISPW, 2006.

Results so far Tutorials • Broken Hill

– Attended joint sessions with USyd medical students

– All feedback positive

• Lismore – Team building exercise worthwhile – but only possible with pharmacy students USyd

and UQ

Pharmacy Practice Research, University of Sydney, ISPW, 2006.

Results cont

• Inter-professional visits – Some excellent – Most practitioners really willing to

participate – Some practitioners not sure what to do with

students

Pharmacy Practice Research, University of Sydney, ISPW, 2006.

Discussion

• Three main problems encountered – Not a great diversity of students in the area – Not available even if in the area – Activities compulsory for pharmacy

students but not for other disciplines • IPL initiative driven by pharmacy at these site

Pharmacy Practice Research, University of Sydney, ISPW, 2006.

Discussion (cont)

• Positives achieved – Some awareness of the importance of

team work and team building developed – Mixing of disciplines occurring outside the

classroom as well as inside – Social capital in the community from

training of students in rural setting

Pharmacy Practice Research, University of Sydney, ISPW, 2006.

Recommendations • Support from University/universities for IPL in

the rural community setting • Compulsory for all disciplines

– IPL= intra-pharmacy learning? • A combination of BH and Lismore models ie

team building exercises plus classroom activities and monitoring a patient’s journey

• A framework for IPL across all health curricula from 1st to final year – In the pipeline – stay tuned

Pharmacy Practice Research, University of Sydney, ISPW, 2006.

Acknowledgements

• UDRH Staff • Practitioners • Pharmacists • Students other than Pharmacy • Pharmacy students

Pharmacy Practice Research, University of Sydney, ISPW, 2006.

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