Loading...
Exploring students' perceptions and opinions about an institutional hierarchy of healthcare professionals and its impact on their inter- professional learning outcomes
Rabani, Raiharn Key, Michelle Morrissey, Hana Ball, Patrick
Rabani, Raiharn
Key, Michelle
Morrissey, Hana
Ball, Patrick
Editors
Other contributors
Affiliation
Epub Date
Issue Date
2021-04-06
Submitted date
Alternative
Abstract
Context: 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.
Citation
Rabani, 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
Journal
Research Unit
PubMed ID
PubMed Central ID
Embedded videos
Additional Links
Type
Journal article
Language
en
Description
This 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.
Series/Report no.
ISSN
1477-2701
EISSN
1477-2701