摘要：Background: Arguably, Medical School curricula are deficient in learning opportunities related to the safe and
effective use of medicines, in particular antimicrobials. Infection management is complex and multidisciplinary, and
learning opportunities should reflect these principles. Aligned to the complexity of the subject matter, simulation
and interprofessional based teaching are methods that can foster the collaborative skills required of future
healthcare professionals. There have been calls to develop these methods in the teaching of safe prescribing and
the management of infections; however, reports of such studies are limited.
Methods: We developed an interprofessional education (IPE) conference for second year undergraduate medical
and pharmacy students based in the North East of England. We considered contact theory in the design of three
small group interprofessional workshops, on the broad themes of antimicrobial stewardship, infection management
and patient safety. A mixed methods approach assessed students’ attitudes towards IPE, barriers and facilitators of
learning, and perceived learning gains. Qualitative data from workshop evaluation forms were analysed thematically,
while quantitative data were analysed descriptively and differences between medical and pharmacy cohorts
analysed using unpaired two-tailed t-tests.
Results: 226/352 students returned the workshop evaluation forms (66% of pharmacy students, 62% of medical
students). 281/352 students responded to a series of Likert scale questions on the value of interprofessional
education (88% of pharmacy students, 70% of medical students). Students reported acquisition of knowledge and
skills, including concepts and procedures related to infection management and antimicrobial prescribing, and the
development of problem-solving and critical evaluation skills. Students reflected on their attitude towards
interprofessional collaboration. They reported a greater understanding of the roles of other healthcare professionals,
reflected on the importance of effective communication in ensuring patient safety, and were more confident to
work in interprofessional teams after the conference.Conclusions: A robust IPE event, theoretically underpinned by contact theory and developed collaboratively,
achieved interprofessional learning at scale and helped develop healthcare professionals willing to collaborate
across disciplines. The resources, and evaluation insights based on the 3P (presage, process, and product) model of
learning and teaching, will be of value to other educators who seek to develop theoretically-sound IPE
interventions.
