Ameripour Dalia, Matthews Megan, Wang Ying, Mirzaian Edith, Kim Rory E
Clinical Pharmacy Resident, University of Southern California School of Pharmacy, 1985 Zonal Avenue, Los Angeles, CA 90089, United States.
Assistant Professor of Clinical Pharmacy, Director, Professional Experience Program, University of Southern California School of Pharmacy, 1985 Zonal Avenue, Los Angeles, CA 90089, United States.
Curr Pharm Teach Learn. 2022 Feb;14(2):182-192. doi: 10.1016/j.cptl.2021.11.023. Epub 2021 Dec 28.
Introductory pharmacy practice experiences (IPPEs) and advanced pharmacy practice experiences (APPEs) provide opportunities for interprofessional education (IPE) in doctor of pharmacy (PharmD) programs by facilitating student engagement with other healthcare professionals. It is unknown how well these experiences align with competencies required for interprofessional collaborative practice. This study describes the alignment of student reflections from experiential rotations with the Interprofessional Education Collaborative (IPEC) competencies.
Following completion of experiential rotations from June 2017 to August 2019, a retrospective analysis of IPE surveys submitted by students was performed to assess types of interprofessional interactions and alignment of student reflections with IPEC competencies.
A total of 1360 surveys were analyzed. More than 75% of all PharmD students enrolled in IPPEs or APPEs during the study period completed at least one survey. Across all experiences, survey responses mapped to IPEC competencies at the following rates: Values/Ethics (25%), Roles/Responsibilities (48%), Interprofessional Communication (36%), and Teams/Teamwork (48%). More reflections from inpatient experiences, compared to outpatient experiences, aligned with Roles/Responsibilities and Teams/Teamwork, while fewer inpatient experience reflections aligned with Interprofessional Communication. Active engagement with other health professions increased as students progressed from IPPEs to APPEs.
As PharmD students progress through the experiential curriculum, they engage with IPEC competencies during each professional year. Inpatient and outpatient experiences may highlight different aspects of the IPEC competencies and advanced rotations are more likely to facilitate active engagement with other healthcare professionals.
药学实践入门经验（IPPEs）和高级药学实践经验（APPEs）通过促进学生与其他医疗保健专业人员的互动，为药学博士（PharmD）项目提供了跨专业教育（IPE）的机会。目前尚不清楚这些经验与跨专业协作实践所需的能力匹配程度如何。本研究描述了学生在临床轮转中的反思与跨专业教育协作（IPEC）能力的匹配情况。
在2017年6月至2019年8月完成临床轮转后，对学生提交的IPE调查问卷进行回顾性分析，以评估跨专业互动的类型以及学生反思与IPEC能力的匹配情况。
共分析了1360份调查问卷。在研究期间参加IPPEs或APPEs的所有药学博士学生中，超过75%至少完成了一份调查问卷。在所有经验中，调查回复与IPEC能力的匹配率如下：价值观/伦理（25%）、角色/职责（48%）、跨专业沟通（36%）和团队/团队合作（48%）。与门诊经验相比，住院经验的更多反思与角色/职责和团队/团队合作相匹配，而与跨专业沟通相匹配的住院经验反思较少。随着学生从IPPEs进阶到APPEs，与其他健康专业的积极互动有所增加。
随着药学博士学生在实践课程中不断进步，他们在每个专业学年都会接触到IPEC能力。住院和门诊经验可能会突出IPEC能力的不同方面，而高级轮转更有可能促进与其他医疗保健专业人员的积极互动。
