首页> 外文期刊>The Journal of pharmacy technology: jPT : official publication of the Association of Pharmacy Technicians >Development and Implementation of Interprofessional Relations Between a College of Pharmacy and Osteopathic Residency Programs in a Community Teaching Hospital
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Development and Implementation of Interprofessional Relations Between a College of Pharmacy and Osteopathic Residency Programs in a Community Teaching Hospital

机译:社区教学医院药房学院和骨质化居民课程争议关系的制定与实施

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Background: Team-based health care optimizes patient outcomes, and therefore, both interprofessional education (IPE) and interprofessional relations (IPR) are required in health professions education, postgraduate training, and real-world clinical practice. Existing literature describes progressive developments and assessments of IPE in colleges of pharmacy and medicine; however, there are fewer reports describing processes or projects that foster physician-pharmacist IPR in clinical practices without established interprofessional collaborations. Objectives: The primary objective was to establish IPR between pharmacists and osteopathic residents in a community teaching hospital. The secondary objective was to innovate the delivery of pharmacotherapeutic content delivered to the residents during their didactic lecture series by providing active learning strategies. Methods: This report describes a project wherein college of pharmacy faculty developed IPR with osteopathic residents in a community teaching hospital that previously did not have any established physician-pharmacist IPR. Osteopathic medical residents completed a post-implementation survey after they attended a 12-month series of didactic lectures that incorporated active learning delivered by pharmacist faculty. Results: Sixty-six residents were eligible to complete the survey; 20 residents completed the survey. Eighteen residents believed that both physicians and pharmacists should be educated to establish IPR and that it should be included in professional, graduate, and continuing education settings for both professions. Sixteen residents believed that the active learning techniques employed by college of pharmacy faculty were useful for IPR. Conclusions: Physician-pharmacist IPR may be achievable in settings where IPR was previously sparse. Shared interests, adherence, and innovations in IPR frameworks are essential for developing physician-pharmacist IPR.
机译:背景:基于团队的医疗保健优化了患者结果,因此,卫生专业教育,研究生培训和现实世界临床实践中需要侦查教育(IPE)和侦查关系(IPR)。现有文献介绍了药房和医学高校IPE的逐步发展和评估;但是,较少的报告描述了在没有建立思想协作的情况下,描述了培养医师 - 药剂师IPR在临床实践中的进程或项目。目标:主要目标是在社区教学医院的药剂师和骨质化居民之间建立知识产权。通过提供积极的学习策略,次要目标是创新在其教学讲义系列中送到居民的药物治疗内容。方法:本报告描述了一个项目,其中药房教师学院在一个社区教学医院发达的知识产病患者,以前没有任何既定的医生药剂师知识产权。骨质化医疗居民完成了一项实施后的调查后,他们参加了一个12个月的教学讲座,该讲座纳入了药剂师教职员的积极学习。结果:六十六名居民有资格完成调查; 20名居民完成了调查。十八名居民认为,应该教育两位医师和药剂师建立知识产权,并应包括在专业,毕业以及持续的两个职业教育环境中。 16个居民认为,药房学院雇用的积极学习技巧对知识产权有用。结论:医师 - 药剂师IPR可以在IPR之前稀疏的环境中可以实现。知识产权框架中的共同利益,遵守和创新对于发展医师药剂师知识产权至关重要。

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