Umland Elena M, Valenzano Jonathan, Brown Caitlin, Giordano Carolyn
Associate Dean for Academic Affairs and Professor of Pharmacy, Jefferson College of Pharmacy, Thomas Jefferson University, Philadelphia, PA 19107, United States.
Global Medical Affairs Postdoctoral Fellow, Sanofi Genzyme, Cambridge, Graduate Class of 2016, Jefferson College of Pharmacy, MA 02142, United Kingdom.
Curr Pharm Teach Learn. 2017 May;9(3):491-497. doi: 10.1016/j.cptl.2017.01.004. Epub 2017 Feb 21.
To evaluate the impact of interprofessional (IP) education (IPE) programs during the first three years of a four-year doctor of pharmacy program on student preparedness and ability to function as a collaborative team member and to garner student feedback on collaboration experienced during the Advanced Pharmacy Practice Experiences (APPEs).
Likert scale based statements and open-ended questions were added to the student course evaluations for the APPEs for two graduating classes of students. Quantitative data were analyzed using SPSS (repeated measures ANOVA and MANOVA). Thematic analysis by three reviewers reaching consensus was used to evaluate the qualitative data. Students reported being well prepared for IP collaboration (average ratings ranged from a mean of 3.37-3.46 on a scale of 1-4; 1=not at all prepared and 4=very well prepared). On average, students spent 26-50% of their time working with colleagues from other healthcare professions. In describing their preparedness for IP collaboration, the IP core competency of teams/teamwork was addressed in 50% of the submitted responses. The competencies of values/ethics, roles/responsibilities and IP communication were addressed by 2%, 20% and 28% of the written responses, respectively.
Required longitudinal IP programs in the first three years of the pharmacy curriculum contribute to the students' perceived preparedness for collaborative practice during their APPEs. Developing practice sites to increase the opportunities for students to practice collaboratively is key. Further education of and emphasis by preceptors relative to the IPE competencies is desired.
评估在四年制药学博士课程的前三年中开展的跨专业教育（IPE）项目对学生作为协作团队成员的准备情况和能力的影响，并收集学生对高级药学实践经验（APPE）期间协作经历的反馈。
在两届毕业班学生的APPE课程评估中增加了基于李克特量表的陈述和开放式问题。使用SPSS（重复测量方差分析和多变量方差分析）对定量数据进行分析。由三名达成共识的评审员进行主题分析，以评估定性数据。学生报告称，他们为跨专业协作做好了充分准备（平均评分在1 - 4分的量表上为3.37 - 3.46分；1分表示完全没有准备，4分表示准备得非常充分）。平均而言，学生将26% - 50%的时间用于与其他医疗保健专业的同事合作。在描述他们对跨专业协作的准备情况时，50%的提交回复涉及了团队/团队合作这一跨专业核心能力。书面回复中分别有2%、20%和28%涉及了价值观/职业道德、角色/职责和跨专业沟通能力。
药学课程前三年要求的纵向跨专业项目有助于学生在APPE期间对协作实践有更好的准备。开发实践场所以增加学生进行协作实践的机会是关键。期望带教老师进一步开展有关跨专业教育能力的教育并加以强调。
