ABSTRACT
Background: Inter-professional learning (IPL) or more broadly Inter-professional Education (IPE) refer to a pedagogical approach that involves creating a learning experience where students from different professions learn about, from, and with each other. IPE is crucial for preparing health professionals to offer patient-centered care as part of an interdisciplinary team. This study aims to assess the readiness for IPL among students from different health professions colleges at King Saud bin Abdulaziz University for Health Sciences. Methods: A cross-sectional design was conducted for this study, with a total of 476 undergraduate students from College of Medicine, College of Nursing, and College of Applied Medical Sciences. By using quota sampling, the readiness for interprofessional learning scale (RIPLS) was used to assess the student's readiness for interprofessional learning. Results: The overall mean score of RIPLS for the students participating was 76.20, with the highest mean score in teamwork and collaboration at 39.73. The lowest mean score was in roles and responsibility at 8.45. The professional identity subscale had a mean score of 26.85. A significant difference in professional identity was found between students in applied medical sciences, nursing, and medicine colleges. Conclusion: The study reveals that undergraduate students have positive attitudes towards interprofessional education, which can enhance their engagement in developing competencies necessary for effective contribution to interprofessional healthcare teams. High readiness among medical, nursing, and applied medical sciences students allows for the Introduction of IPL.
ABSTRACT
Background: Resection surgery in patients with colorectal cancer (CRC) patients is associated with potential complications, including surgical site infection (SSI). Objectives: To estimate the prevalence rate of SSI, identify the common pathogens responsible for SSI, and determine potential risk factors for SSI development in a cohort from Saudi Arabia. Materials and Methods: Patients with CRC who underwent bowel resection surgery at King Abdulaziz Medical City, Riyadh, between January 01, 2016, and December 31, 2019, were retrospectively included. Demographics, comorbidities, surgical procedure data, and the results of preoperative laboratory tests were retrospectively collected from medical records through the health information system. The study population was divided into two groups: those who developed SSI and those who did not. Results: A total of 92 patients with CRC who underwent resection surgery were included, of which 54 (58.7%) were males. The median age was 65 (IQR 55.5-75.0) years. SSI was observed in 25 (27.2%) patients. The most frequently isolated organisms were Escherichia coli and Pseudomonas aeruginosa, followed by Klebsiella pneumoniae, vancomycin-sensitive Enterococcus faecium, and methicillin-resistant Staphylococcus aureus. Three E. coli isolates were producers of extended-spectrum beta-lactamases, and two K. pneumoniae isolates exhibited a multidrug resistance profile. Low preoperative serum albumin level was identified as a significant independent risk factor for developing SSI (AOR = 0.853, 95% CI = 0.748-0.973, P = 0.0181). Conclusion: The study found a notable prevalence of SSI among the included patients. Gram-negative bacteria were more involved in SSI events and were also associated with drug-resistance patterns. Gut microbiota bacteria were most commonly involved in SSIs. Low preoperative serum albumin levels predicted the development of postoperative SSI, and thus its close monitoring and management before surgery could reduce the SSIs.
ABSTRACT
BACKGROUND: Although most systematic reviews of interprofessional education (IPE) evaluated the impact of IPE on the students' acquisition of knowledge in relation to other professions, the development of teamwork skills, and the changes in collaborative behaviour, the processes involved in IPE (i.e., approaches to teaching and learning) are under-researched. The purpose of the study was to conduct a systematic review to establish how IPE has been implemented in university-based undergraduate curricula, focusing on the teaching and learning approaches. METHODS: The systematic review was performed in 2020 with three databases: PubMed, Science Direct, and the Cochrane Library. Titles and abstracts were included based on pre-identified eligibility criteria. We used the article entitled 'Systematic reviews in medical education: a practical approach: AMEE guide 94' as the basis to establish the aim and methods of the current systematic review from 2010 to 2019. RESULTS: We found 16 articles that met the inclusion criteria and reported the implementation process of IPE in universities from Western, Asian, and African countries. A combination of at least two teaching and learning approaches was used to deliver IPE. The findings indicated that of all the teaching and learning approaches, simulation-based education, e-learning, and problem-based learning were the most prevalent approaches used to deliver IPE. This systematic review also revealed a lack of IPE programmes in the Middle East region. CONCLUSIONS: The evidence synthesised in the current systematic review could support IPE curriculum planners and educators when planning an IPE programme. More global IPE initiatives are required to meet the global health workforce needs. Further studies are required to identify the effectiveness of the different teaching and learning approaches in the development of IPE competencies.
