Peer-led problem-based learning in interprofessional education of health professions students.
BACKGROUND
The role of peer teachers in interprofessional education has not been extensively studied. This study is designed to determine if peer-teacher-led problem-based seminars can influence medical and pharmacy students' perceptions of interprofessional education.


METHODS
Undergraduate medical and pharmacy students participated in one-hour problem-based learning seminars held over the course of 16 weeks. A case-control study design was used to compare perceptions of interprofessional education between students who participated in seminars and students who did not participate in seminars. The validated Interdisciplinary Education Perception Scale (IEPS) was used to assess perceptions of interprofessional education and was distributed to medical and pharmacy students at the conclusion of 16 weeks of seminars. A two-tailed t-test was used to determine significance between groups. A survey was also distributed to all students regarding perceived barriers to involvement in interprofessional education training.


RESULTS
In total, 97 students responded to IEPS (62 medical, 35 pharmacy). Data showed significantly higher perception of professional cooperation among medical students (p=0.006) and pharmacy students (p=0.02) who attended interprofessional seminars compared to those who did not attend. One hundred and nine students responded to the survey regarding perceived barriers to interprofessional education, with the two most common barriers being: 'I am not aware of interprofessional education opportunities' (61.5%) and 'I do not have time to participate' (52.3%).


CONCLUSIONS
Based on this data we believe peer-teacher-led problem-based interprofessional seminars can be used to increase medical and pharmacy students' perceived need for professional cooperation. Currently, major barriers to interprofessional education involvement are awareness and time commitment. Undergraduate health professions education can incorporate student-led seminars to improve interprofessional education.
Office of Medical Education, Creighton University School of Medicine, Omaha, NE, USA.|Office of Medical Education, St Joseph's Hospital and Medical Center, Phoenix, AZ, USA; michaellehrer@creighton.edu.
Michael D
MD
Lehrer
Office of Medical Education, Creighton University School of Medicine, Omaha, NE, USA.|Office of Medical Education, St Joseph's Hospital and Medical Center, Phoenix, AZ, USA.
Samuel
S
Murray
Office of Medical Education, Creighton University School of Medicine, Omaha, NE, USA.
Ruth
R
Benzar
Office of Medical Education, Creighton University School of Medicine, Omaha, NE, USA.
Ryan
R
Stormont
Office of Medical Education, Creighton University School of Medicine, Omaha, NE, USA.
Megan
M
Lightfoot
Office of Medical Education, Creighton University School of Medicine, Omaha, NE, USA.
Michael
M
Hafertepe
Office of Medical Education, Creighton University School of Medicine, Omaha, NE, USA.
Gabrielle
G
Welch
Office of Medical Education, Creighton University School of Medicine, Omaha, NE, USA.
Nicholas
N
Peters
Office of Medical Education, Creighton University School of Medicine, Omaha, NE, USA.
Anna
A
Maio
D002983:Clinical Competence; D003299:Cooperative Behavior; D005260:Female; D006801:Humans; D007400:Interprofessional Relations; D008297:Male; D010379:Peer Group; D010465:Perception; D018794:Problem-Based Learning; D024382:Professional Role; D013337:Students, Medical / Q000523:psychology*; D013339:Students, Pharmacy / Q000523:psychology*; D013997:Time Factors
barriers; collaboration; interprofessional education; involvement; leadership; peer-teaching; problem-based learning; undergraduate medical education; undergraduate pharmacy education