Pharmacy Student Participation in Rural Interdisciplinary Education Using Problem Based Learning
Pharmacy Student Participation in Rural Interdisciplinary Education Using Problem Based Learning (PBL) Case Tutorials1
Matthew E. Borrego2,a, Robert Rhyneb, L. Clark Hansbargerb, Zina Gellerc, Paul Edwardsd, Bonnie Griffine, Linda McClainf and Joseph V. Scalettib a College of Pharmacy, bSchool of Medicine, cPhysical Therapy Program, dDental Hygiene Program, eMedical Laboratory Sciences Program, fOccupational Therapy Program, The University of New Mexico Health Sciences Center, Albuquerque NM 87131
The purpose of this paper is to describe pharmacy student participation in a rural interdisciplinary health care training program that utilizes a small group, problem based learning (PBL) curriculum. Disciplines represented in the interdisciplinary program included pharmacy, medicine, nursing, dental hygiene, medical laboratory science, speech and language pathology, public health, social work and physical, respiratory and occupational therapy. Students participated in on-campus and rural community experiences. Both experiences made extensive use of the PBL case tutorial learning method. The rural experience consisted of weekly case tutorials and discipline specific clinical clerkships while living in a rural community for two months. Program evaluation indicates positive changes in student confidence and attitudes related to interdisciplinary concepts. The Program has demonstrated success in the placement of Program participants in rural or under served areas upon graduation. Interdisciplinary training may result in many benefits; the impact the Program has had on students, faculty and participating rural communities is discussed.
INTRODUCTION The training of pharmacy students occurs, in many instances, in isolation from other health professions students. However, as pharmacy students complete their discipline specific curriculum and find employment, they are expected to understand, cooperate and work with other health care professionals in providing
Matthew E. Borrego2,a, Robert Rhyneb, L. Clark Hansbargerb, Zina Gellerc, Paul Edwardsd, Bonnie Griffine, Linda McClainf and Joseph V. Scalettib a College of Pharmacy, bSchool of Medicine, cPhysical Therapy Program, dDental Hygiene Program, eMedical Laboratory Sciences Program, fOccupational Therapy Program, The University of New Mexico Health Sciences Center, Albuquerque NM 87131
The purpose of this paper is to describe pharmacy student participation in a rural interdisciplinary health care training program that utilizes a small group, problem based learning (PBL) curriculum. Disciplines represented in the interdisciplinary program included pharmacy, medicine, nursing, dental hygiene, medical laboratory science, speech and language pathology, public health, social work and physical, respiratory and occupational therapy. Students participated in on-campus and rural community experiences. Both experiences made extensive use of the PBL case tutorial learning method. The rural experience consisted of weekly case tutorials and discipline specific clinical clerkships while living in a rural community for two months. Program evaluation indicates positive changes in student confidence and attitudes related to interdisciplinary concepts. The Program has demonstrated success in the placement of Program participants in rural or under served areas upon graduation. Interdisciplinary training may result in many benefits; the impact the Program has had on students, faculty and participating rural communities is discussed.
INTRODUCTION The training of pharmacy students occurs, in many instances, in isolation from other health professions students. However, as pharmacy students complete their discipline specific curriculum and find employment, they are expected to understand, cooperate and work with other health care professionals in providing
References: a Developed by Nurse Practitioner, Respiratory Therapy, Medical and Pharmacy students on February 23, 1996, Silver City, New Mexico.