Interprofessional learning on polypharmacy

Background : Prescribing errors remain a continuing patient safety concern. Eradicating error in prescribing requires closer working between doctors and pharmacists. We report on interprofessional learning for medical and pharmacy students on complex polypharmacy in older people. This short course enables final-year students to work with in-patients to meticulously assess the completeness and accuracy of their prescriptions. The learning theory applied is experiential learning and reflection. Methods : A mixed-method evaluation study was used to examine students' learning, using a questionnaire, case presentations and ward feedback forms. The quantitative questionnaire data were analysed using SPSS and qualitative data were analysed using thematic analysis; case presentations and feedback forms were analysed using content analysis. Results : A total of 525 students (294 medical students and 231 pharmacy students) participated in the course. The students' self-ratings suggested significant advances in their knowledge (p < 0.001). The main emerging themes related to the value of collaborative learning, new insights into the management of polypharmacy in older people and how to achieve effective communication to ensure medication safety. In-depth analysis of 58 in-patient cases identified drug errors concerning STOPP/START guidelines, unclear prescriptions and drug interactions. Discussion : Medical and pharmacy students seemed to value collaborative practise to jointly analyse the complexity of polypharmacy in older people. This evaluation highlights the potential benefits of real-life experiential training followed by reflection and analyses to propel student learning and to help practice teams.