Shrader Sarah, Griggs Caroline
South Carolina College of Pharmacy, MUSC Campus, Charleston, South Carolina.
Am J Pharm Educ. 2014 Feb 12;78(1):14. doi: 10.5688/ajpe78114.
To determine if the incorporation of multiple interprofessional educational (IPE) activities delivered as a longitudinal curriculum within a required clinical assessment course changed pharmacy students' perceptions regarding interprofessional collaboration.
Seventy-one third-year pharmacy students participated in Clinical Assessment, a required applications-based course with a laboratory component. Nine separate IPE activities were embedded into the course longitudinally over the semester using various active-learning strategies and simulated patients. The IPE activities required student participation from medical, nursing, and physician assistant students.
Pharmacy students completed an 18-item validated survey instrument, the Interdisciplinary Education Perception Scale (IEPS), on the first (pre-survey) and last (post-survey) day of the course. After completing the course, scores improved on 16 of 18 survey items that measured pharmacy students' perceptions of interprofessional collaboration.
Incorporating multiple IPE activities longitudinally into a required clinical assessment course significantly changed pharmacy students' perceptions of interprofessional collaboration.
确定在一门必修的临床评估课程中纳入作为纵向课程提供的多项跨专业教育（IPE）活动是否会改变药学专业学生对跨专业协作的看法。
71名三年级药学专业学生参加了临床评估课程，这是一门基于应用的必修课程，包含实验部分。在整个学期中，使用各种主动学习策略和模拟患者，将9项独立的IPE活动纵向嵌入该课程。IPE活动要求医学、护理和医师助理专业的学生共同参与。
药学专业学生在课程的第一天（预调查）和最后一天（后调查）完成了一份经过验证的包含18个条目的调查问卷——跨学科教育认知量表（IEPS）。完成课程后，在测量药学专业学生对跨专业协作看法的18个调查项目中的16项得分有所提高。
将多项IPE活动纵向纳入必修的临床评估课程显著改变了药学专业学生对跨专业协作的看法。
