Exploring Early-Learner Discoveries and Impacts Through Thematic Coding of Qualitative Reflections to Interprofessional Competencies

IF 3.1 4区教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

American Journal of Pharmaceutical Education Pub Date : 2026-01-01 Epub Date: 2025-12-18 DOI:10.1016/j.ajpe.2025.101923

Susanne G. Barnett, Casey E. Gallimore

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引用次数: 0

Abstract

Objective

Identify Interprofessional Education Collaborative (IPEC) core competencies and subcompetencies cultivated through first-year (P1) PharmD interprofessional education (IPE) experiences and those requiring greater emphasis later in the curriculum.

Methods

An IPE reflection containing 2 prompt domains (IPE Discoveries and Impacts and IPE Questions Remaining) was implemented after completion of 3 required IPE activities at the end of the P1 year. Qualitative thematic analysis was conducted, and student responses were coded according to the IPEC Core Competency framework. Descriptive statistics summarized thematic analysis results, with core competency and subcompetency codes reported as a percentage of total student responses. Identified subcompetency codes were mapped to completed IPE activity learning objectives.

Results

Analysis of the IPE Discoveries and Impacts domain revealed core competency themes in the Communication (27.4%), Values and Ethics (25.8%), Teams and Teamwork (TT; 23.4%), and Roles and Responsibilities (14.9%) domains. Four of the 5 subcompetencies (80%) identified in more than 5% of student responses mapped to a learning objective in a completed IPE activity. Thematic analysis of the IPE Questions Remaining domain revealed that the most common questions were in the TT domain (46.7%), with the most common subcompetency coded to team conflict management (18.5%).

Conclusion

An early-learner reflective writing assignment was implemented at the conclusion of P1 year. Coding of student responses to the IPEC Core Competencies and thematic analyses provided insights into IPE competency knowledge gained by students after completion of 3 required IPE activities and highlighted areas for future growth in collaborative practice.

查看原文本刊更多论文

探索早期学习者的发现和影响，通过主题编码的定性反思跨专业能力。

目的：确定跨专业教育合作（IPEC）的核心能力和子能力，通过第一年（P1）药学博士（PharmD）跨专业教育（IPE）的经历培养，并在以后的课程中需要更多的强调。方法：在P1年底完成三项必要的IPE活动后，对IPE进行了反思，其中包含两个提示域——IPE发现和影响以及IPE遗留问题。进行了定性的专题分析，并将学生的回答编码到IPEC核心能力框架中。描述性统计总结了主题分析结果，核心能力和子能力代码占学生总反应的百分比。确定的子能力代码被映射到完成的IPE活动学习目标。结果：对国际政治经济学研究发现和影响领域的分析显示，核心能力主题出现在沟通（27.4%）、价值观和伦理（25.8%）、团队和团队合作（TT; 23.4%）和角色和责任（14.9%）领域。在bbb中确定的五个子能力中的四个（80%）和5%的学生回答映射到完成的IPE活动中的学习目标。对IPE问题剩余领域的专题分析显示，最常见的问题是在TT领域（46.7%），最常见的子能力编码为团队冲突管理（18.5%）。结论：在第一学年结束时实施了一项早期学习者反思性写作作业。学生对IPEC核心能力的反应编码和专题分析提供了学生在完成三个要求的IPE活动后获得的IPE能力知识的见解，并强调了合作实践中未来发展的领域。

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

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