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J Eur CME. 2017 Nov 12;6(1):1400857. doi: 10.1080/21614083.2017.1400857. eCollection 2017.

Learnings and challenges to deploy an interprofessional and independent medical education programme to a new audience.

Author information

1
Primary Care Clinical Unit, Faculty of Medicine, University of Queensland, Brisbane, Australia.
2
School of Pharmacy, University of Queensland, Brisbane, Australia.
3
Faculty of Health Sciences & Medicine, Bond University, Gold Coast, Australia.
4
Mater Pharmacy Services, Mater Health Services, Brisbane, Australia.
5
Neurology Department, Alfred Hospital, Melbourne, Australia.
6
Department of Medicine, Monash University, Melbourne, Australia.
7
AXDEV Group, Brossard, Canada.
8
In Vivo Academy, Surry Hills, Australia.

Abstract

The importance of interprofessional education (IPE) in continuing medical education and professional development has long been recognised by health organisations and academic societies, benefiting not only patient outcomes and interprofessional relationships but also overall health systems and workforce shortage. We report on the outcomes of an Australian IPE activity on medication-overuse headache (MOH) with general practitioners (GPs) and community pharmacists as learners. The design of the activity, which followed the predisposing-enabling-reinforcing instructional framework by Green and Kreuter, aimed to: (1) improve knowledge and foster a willingness in GPs and pharmacists to work collaboratively to enhance the prevention, diagnosis and management of MOH; and (2) address their educational gap by demonstrating the utility of a blended learning IPE strategy on MOH. Integrated into the activity was an assessment of its effectiveness and impact to instil change in the participants' knowledge of MOH, attitude and willingness to treat, and clinical practice behaviours of GPs and pharmacists to work together. The learners gained knowledge and confidence in diagnosing and managing MOH and in their ability to educate patients. The IPE approach suited the activity and was valued by the participating GPs and pharmacists, who seldom experience such learning formats. However, for educational providers in Australia, developing and deploying an independent medical education (IME) programme can be challenging. Providers of IMEs need to be aware of the potential pitfalls when competing with pharmaceutical-company-sponsored and delivered programmes.

KEYWORDS:

continuing medical education; continuing pharmacy education; continuing professional education; headaches; independent medical education; interprofessional education; outcomes assessment

Conflict of interest statement

The MOTIVATE programme and its evaluation were funded by an independent educational grant from Pfizer US Independent Grants for Learning & Change. The authors MVD, TM and RS were members of the MOTIVATE steering committee and received consultancy fees as part of the grant for developing the programme but not for writing this manuscript. PL, through his employment with AXDEV Group, a behavioural and performance improvement research organisation, was funded by the grant for the outcomes analysis but not for the writing of this manuscript. TG and LS, through their employment with IVA, the lead organisation and recipient of the grant from Pfizer Independent Grants for Learning & Change, were funded by the grant for the planning and execution of the programme but not for the writing of this manuscript.

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