State University of New York at Buffalo School of Pharmacy and Pharmaceutical Sciences, Buffalo, New York.
State University of New York at Buffalo School of Nursing, Buffalo, New York.
Am J Pharm Educ. 2020 Jan;84(1):7492. doi: 10.5688/ajpe7492.
To compare the change in pharmacy students' self-reported competence toward interprofessional collaboration between those that were active participants in or observers of an interprofessional simulation. Second- and third-year (P2 and P3) pharmacy students and senior nursing students participated in an interprofessional simulation. Third-year pharmacy students and senior nursing students were divided into teams of four (two from each profession) and were active participants. Second-year pharmacy students were observers. All pharmacy students were asked to complete a brief demographic survey and the Interprofessional Collaborative Competency Attainment Survey (ICCAS) after the simulation. Mean retrospective pretest and posttest ICCAS scores for each group of learners were compared using paired sample tests. To examine the difference in the change in mean total ICCAS score between observers and active participants, repeated measures analysis of variance was completed. One hundred thirty (95%) P2 pharmacy students and 121 (92%) P3 pharmacy students participated in the interprofessional simulation experience as observers and active participants, respectively, and completed the ICCAS for an overall response rate of 94%. The active participants' mean ICCAS scores were significantly higher than those of the observers on both the retrospective pretest (M=4.9, SD=1.0 vs M=5.2, SD=1.0) and the posttest (M=5.9, SD=0.7 vs M=6.2, SD=0.7). The mean change in scores from retrospective pretest to posttest was not significantly different between observer and active participant pharmacy students. Both observation and active participation in an interprofessional simulation experience may increase pharmacy students' self-reported competence in interprofessional collaboration.
比较参与或观察跨专业模拟的药学专业学生在跨专业合作方面自我报告的能力变化。 二、三年级（P2 和 P3）药学专业学生和高年级护理专业学生参加了跨专业模拟。三年级药学专业学生和高年级护理专业学生分成四人一组（两个专业各一组），作为积极参与者。二年级药学专业学生作为观察员。所有药学专业学生在模拟后都被要求完成一份简短的人口统计调查和跨专业协作能力获得调查（ICCAS）。使用配对样本 t 检验比较每个学习者组的回顾性预测试和后测试 ICCAS 得分的平均值。为了检验观察者和积极参与者之间 ICCAS 总分变化的差异，完成了重复测量方差分析。 130 名（95%）P2 药学专业学生和 121 名（92%）P3 药学专业学生分别作为观察员和积极参与者参加了跨专业模拟体验，并完成了 ICCAS，总体响应率为 94%。积极参与者的 ICCAS 得分在回顾性预测试（M=4.9，SD=1.0 与 M=5.2，SD=1.0）和后测试（M=5.9，SD=0.7 与 M=6.2，SD=0.7）上均显著高于观察员。从回顾性预测试到后测试的得分变化在观察员和积极参与者药学专业学生之间没有显著差异。 观察和积极参与跨专业模拟体验都可能提高药学专业学生自我报告的跨专业合作能力。
