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Type: Journal article
Title: What does learning together mean for pharmacy and medicine students: is it really about from and with?
Author: Thomas, J.S.
Kumar, K.
Chur-Hansen, A.
Citation: MedEdPublish, 2018; 7(2):42-1-42-10
Publisher: Association for Medical Education in Europe (AMEE)
Issue Date: 2018
ISSN: 2312-7996
Statement of
Josephine Thomas, Koshila Kumar, Anna Chur-Hansen
Abstract: Healthcare students from different professional backgrounds are often brought together under the banner of Interprofessional Education (IPE) in an effort to improve collaborative practice. Despite the demonstrated positive impact of IPE on students’ knowledge, skills and attitudes, it is not clear what students think about learning with students from another health profession. The aim of this study was to explore pharmacy and medicine students’ views and experiences of learning together. Participants were Year 3 Pharmacy and Year 4 Medicine students, with qualitative data gathered via a written reflection. Three main themes were identified. Students were accepting of learning with the other professional group. Learning about was evident, particularly in relation to each other’s roles and contributions to patient care. Learning from another professional group was the most problematic as students tended to view and treat knowledge as a commodity to be acquired from another rather than something that could be jointly developed. While medicine and pharmacy students’ valued learning with and about each other, they were less likely to engage in co-constructing and sharing new meanings and thus learn from one another. To provide a basis for meaningful collaborative practice, IPE needs to challenge students’ fundamental assumptions, beliefs and values about learning with, from and about other professions.
Keywords: Interprofessional; Health professional education; Medical Education; Pharmacy
Description: Published: 28/05/2018
Rights: © The Authors. MedEdPublish is an entirely open-access journal. This means that all contributions (articles, reviews, comments, etc.) are open to the public for viewing, downloading and use in terms of the "CC BY-SA 4.0" licence.).
DOI: 10.15694/mep.2018.0000110.1
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