Wilbur Kerry, Pelletier Tila
, BScPharm, ACPR, PharmD, MScPH, FCSHP, is with the Faculty of Pharmaceutical Sciences, The University of British Columbia, Vancouver, British Columbia.
, BScPharm, ACPR, is with Pharmacy Services, Vancouver Coastal Health, and the Faculty of Pharmaceutical Sciences, The University of British Columbia, Vancouver, British Columbia.
Can J Hosp Pharm. 2023 Jul 5;76(3):228-233. doi: 10.4212/cjhp.3283. eCollection 2023 Summer.
Interprofessional education activities are prevalent across health professional curricula in Canada. Students develop collaborative roles through structured on-campus programming; however, the ways in which established teams engage learners in hospital settings are unknown.
To explore how mixed-discipline professionals describe expectations and experiences related to collaborating with pharmacy students who join their team for training.
Mixed-discipline team members of an acute medicine clinical teaching unit were interviewed according to a semistructured interview guide. Participants described encounters with pharmacy trainees and shared expectations of the students' collaborator roles in patient care. Audiorecordings of the interviews were transcribed and coded independently by 2 researchers, who synthesized the data and used the template analysis method to derive themes.
Fourteen team members from various disciplines were recruited. Participants' descriptions of collaborative roles were organized into 2 main themes: pharmacy students as informants and pharmacy students as a bridge. A third integrative theme, engagement, encompassed how team members described pharmacy trainees enacting these roles. Team members sought pharmacy students' medication-oriented expertise (e.g., dosing, compatibilities), and physicians often relied on the students' familiarity with study data to guide treatment choices. Nonphysicians capitalized on pharmacy student proximity to physicians to understand such decision-making and inform their own patient care. Accounts of pharmacy students' consultations with team members for patient assessments or to access other multidisciplinary knowledge were infrequent.
Most team members' expectations of pharmacy students in terms of the collaborator role lacked routine engagement or shared decision-making. These views represent challenges to the development of skills in collaborative care in workplace-based learning, which might be addressed through intentional interprofessional exercises assigned by preceptors. Further study is required to understand the potential of practice-based interprofessional education initiatives.
跨专业教育活动在加拿大的卫生专业课程中很普遍。学生通过校园内的结构化课程培养协作角色；然而，在医院环境中，现有团队让学习者参与的方式尚不清楚。
探讨跨学科专业人员如何描述与加入其团队进行培训的药学专业学生协作的期望和经历。
根据半结构化访谈指南对急性医学临床教学单元的跨学科团队成员进行访谈。参与者描述了与药学实习生的接触，并分享了对学生在患者护理中协作角色的期望。访谈录音由两名研究人员独立转录和编码，他们对数据进行综合，并使用模板分析方法得出主题。
招募了来自不同学科的14名团队成员。参与者对协作角色的描述分为两个主要主题：药学专业学生作为信息提供者和药学专业学生作为桥梁。第三个综合主题“参与度”涵盖了团队成员如何描述药学实习生履行这些角色。团队成员寻求药学专业学生在药物方面的专业知识（例如，剂量、配伍性），医生通常依靠学生对研究数据的熟悉程度来指导治疗选择。非医生利用药学专业学生与医生的亲近关系来了解此类决策，并为自己的患者护理提供信息。药学专业学生就患者评估或获取其他多学科知识与团队成员进行咨询的情况很少。
大多数团队成员对药学专业学生协作角色的期望缺乏日常参与或共同决策。这些观点对基于工作场所学习的协作护理技能发展构成挑战，这可能需要通过带教老师安排的有针对性的跨专业练习来解决。需要进一步研究以了解基于实践的跨专业教育举措的潜力。
