Exploring students' perceptions and opinions about an institutional hierarchy of healthcare professionals and its impact on their inter- professional learning outcomes
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AbstractContext: Institutional hierarchy is a phenomenon associated with clinical tribalism. Inter-professional learning is thought to improve a healthcare team's collaboration and communication. Aim: The aim was to evaluate student understanding of institutional hierarchy and perceptions and opinions on their participation in inter-professional learning. Method: Using a questionnaire, this study gathered the opinions of fourth year pharmacy students who had completed two inter-professional learning sessions. Quantitative and qualitative analyses were conducted. Results: Students (87.7%, n=50) were aware of the institutional hierarchy concept, listing the order as doctors, pharmacists, nurses then allied health. 61.4% (n=35) were willing to participate in inter-professional learning sessions. Students (70.1%, n=40) agreed that inter-professional learning sessions have added benefit to patient-centred care, and to understanding different healthcare roles in depth (82.5%, n=47) but failed in diminution of the hierarchical ideology. Conclusions: Inter-professional learning sessions did not change students' opinions about posiGoning of doctors as the top of the healthcare institutional hierarchy.
CitationRabani, R., Key, M., Morrissey, H. and Ball, P. (2021) Exploring students' perceptions and opinions about an institutional hierarchy of healthcare professionals and its impact on their inter- professional learning outcomes. Pharmacy Education, 21 (1), pp. 19-28. https://doi.org/10.46542/pe.2021.211.1928
DescriptionThis is an accepted manuscript of an article published by FIP in Pharmacy Education, available online: https://doi.org/10.46542/pe.2021.211.1928 The accepted version of the publication may differ from the final published version.
Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by-nc-nd/4.0/