An Exploration into Student Pharmacists’ Experiences of Practice-Based Interprofessional Education During Experiential Learning Placements

IF 3.8 4区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

American Journal of Pharmaceutical Education Pub Date : 2025-05-13 DOI:10.1016/j.ajpe.2025.101418

Clare Depasquale , Amy Arnold , Scott Cunningham , Aisling Kerr , Sabrina A. Jacob , Anne Boyter , Matthew Boyd , Ailsa Power , Brian Addison

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引用次数: 0

Abstract

Objective

This study aimed to explore student pharmacists’ experiences of interprofessional education (IPE) during experiential learning (EL) placements.

Method

A paper questionnaire was used to collect data and was distributed to all penultimate/final-year student pharmacists enrolled in the Master of Pharmacy programs at Robert Gordon University or the University of Strathclyde (n = 485). Data collection took place between January and March 2023, shortly after student pharmacists attended EL placements in various practice settings. Participation in the research was voluntary, and questionnaires were completed anonymously. Thematic analysis was used to identify themes from responses to open-ended questions, aligning with the research aim. Ethical approval was granted by the Robert Gordon University School Ethics Research Committee.

Results

The questionnaire was completed by 328 (67.6%) student pharmacists. Themes identified included: (1) Nature of IPE experiences: mostly unplanned or informally planned, with few examples of formally planned IPE; opportunities varied across areas of practice; professional groups varied, with medicine and nursing most represented. (2) Factors influencing interprofessional learning: related to EL facilitator (preceptor), student pharmacist, placement, and cultural factors. Facilitators included prioritization of IPE and positive role modeling by mentors; barriers included student pharmacists’ perceived lack of preparedness for IPE, lack of specific IPE learning outcomes, and sector-specific limitations. (3) Student pharmacists’ perceived value of IPE: experiences supported the development of collaborative competencies, as well as personal, professional, and interprofessional identity development.

Conclusion

Greater emphasis on the relevance of IPE in the EL curriculum and the wider Master of Pharmacy curriculum could enhance learning from opportunistic IPE. The lack of formally planned IPE opportunities requires further attention.

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药师学生体验式跨专业实践教育体验探讨。

目的：本研究旨在探讨实习药师在体验式学习实习期间的跨专业教育体验。方法：采用纸质问卷法收集资料；分发给罗伯特戈登大学（RGU）或斯特拉斯克莱德大学（UoS）药学硕士课程的所有倒数第二年/最后一年的学生药剂师（n=485）。数据收集在2023年1月至3月之间进行，在学生药剂师参加各种实践环境中的EL实习后不久。参与这项研究是自愿的；问卷以匿名方式完成。主题分析用于从对开放式问题的回答中确定主题；与研究目的相一致。伦理批准由RGU学院伦理研究委员会批准。结果：共328人（67.6%）完成问卷调查。确定的主题包括：(1)国际政治经济学经验的性质：主要是无计划的/非正式计划的，很少有正式计划的国际政治经济学的例子；实践领域的机会各不相同；(2)影响跨专业学习的因素：与英语学习促进者（导师）、学生药师、实习和文化因素有关。促进因素包括IPE的优先级/导师的积极角色塑造；障碍包括药师学生缺乏IPE的准备，缺乏特定的IPE学习成果和行业特定的限制。(3)药师学生IPE的感知价值：经验支持协作能力、个人认同、专业认同和跨专业认同的发展。结论：在EL课程中更多地关注IPE的相关性，以及更广泛的MPharm课程，可以最大限度地从机会主义IPE中学习。缺乏正式规划的IPE机会需要进一步关注。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

American Journal of Pharmaceutical Education 医学-学科教育

CiteScore

4.30

自引率

15.20%

发文量

114

期刊介绍： The Journal accepts unsolicited manuscripts that have not been published and are not under consideration for publication elsewhere. The Journal only considers material related to pharmaceutical education for publication. Authors must prepare manuscripts to conform to the Journal style (Author Instructions). All manuscripts are subject to peer review and approval by the editor prior to acceptance for publication. Reviewers are assigned by the editor with the advice of the editorial board as needed. Manuscripts are submitted and processed online (Submit a Manuscript) using Editorial Manager, an online manuscript tracking system that facilitates communication between the editorial office, editor, associate editors, reviewers, and authors. After a manuscript is accepted, it is scheduled for publication in an upcoming issue of the Journal. All manuscripts are formatted and copyedited, and returned to the author for review and approval of the changes. Approximately 2 weeks prior to publication, the author receives an electronic proof of the article for final review and approval. Authors are not assessed page charges for publication.