A Pre-clinical Interprofessional Curriculum in Antimicrobial Stewardship Improves Knowledge and Attitudes Toward Interprofessional Healthcare in Two Professional Schools
Methods: We created an online learning module, as well as branched logic interactive clinical cases for a subsequent small group session that combined pre-clinical medicine and pharmacy learners, with faculty from both schools. We used validated questions to assess knowledge and attitudes regarding antimicrobial stewardship and interprofessionalism. We used paired t-test and chi-squared tests to assess differences before and after the small group session.
Results: 280 second-year medical and third-year pharmacy students enrolled, 91% participated in the study. 90% and 93% agreed or strongly agreed that the online and small group activities were a valuable learning experience. Compared to pre-module knowledge and attitudes, there was no change (P>0.20) in whether students believed that antibiotic resistance is a major public health problem (99% vs. 100%), or whether only the needs of the individual patient should be considered when prescribing antibiotics (27% vs. 29%). There was a higher proportion of students who were able to describe the role of each profession in appropriate antibiotic use (36% vs. 81%, P<0.001), communicate in a manner that engages the interprofessional team (77% vs. 96%, P<0.001), and describe collaborative approaches to appropriate antibiotic use (47% vs. 89%, P<0.001).
Conclusion: An interprofessional health education (IPE) curriculum that models an authentic work experience can be successfully developed and implemented in pre-clinical curriculum. Students have a good knowledge base of antimicrobial stewardship concepts even before completing the module. However, combining two professional schools for a coordinated IPE curriculum substantially improves knowledge and attitudes in interprofessional domains. Future studies that link IPE attitudes to patient safety outcomes are needed to continue to inform IPE curricular interventions in pre-clinical education.
L. Kim, None
S. Shekarchian, None
M. Nanamori, None
P. Chin-Hong, None