University at Buffalo, School of Pharmacy & Pharmaceutical Sciences, Buffalo, NY, USA.
University at Buffalo, School of Pharmacy & Pharmaceutical Sciences, Buffalo, NY, USA.
Am J Pharm Educ. 2024 Jan;88(1):100627. doi: 10.1016/j.ajpe.2023.100627. Epub 2023 Nov 14.
Interprofessional education (IPE) varies across schools/colleges of pharmacy. Long-term impact of IPE on interprofessional collaborative competencies remains uncertain despite available data on singular experiences. This study aimed to evaluate changes in pharmacy students' collaborative abilities over the second and third professional years (PYs).
Students completed the Interprofessional Collaborative Competency Attainment Scale - Revised (ICCAS-R) after 2 large-scale interprofessional forums that occurred approximately 8 months apart. Four cohorts of students were used to examine the longitudinal change in collaborative abilities: cohort 1 (2019), cohort 2 (2020), cohort 3 (2021) and cohort 4 (2022). The ICCAS-R was used to capture data from 4 timepoints for each student in each cohort: prior to the Spring Forum in PY2 (T1), after the Spring Forum in PY2 (T2), prior to the Fall Forum in PY3 (T3), and after the Fall Forum in PY3 (T4). Using repeated measures analysis of variance, 4 total mean scores (T1 = pre1, T2 = post1, T3 = pre2, T4 = post2) were compared.
Four cohorts (N = 414) completed the interprofessional forums and 336 (81%) completed the ICCAS-R instrument and were included. In each cohort, total mean scores increased T1 to T2 and T3 to T4, indicating an increase in self-assessed abilities pre/post-forum. Total mean scores decreased between T2 and T3, indicating that collaborative abilities decreased during the period between interprofessional forums.
While students' collaborative abilities increased around the time of the forum experiences, these changes decreased in between experiences. These findings suggest that interprofessional competencies should be reinforced at multiple time points to support enduring effects.
药学专业院校的跨专业教育（IPE）存在差异。尽管有关于单一经验的数据，但 IPE 对跨专业协作能力的长期影响仍不确定。本研究旨在评估药学专业学生在第二和第三专业学年（PY）期间协作能力的变化。
学生在两次大约相隔 8 个月的大型跨专业论坛之后，完成了经过修订的跨专业协作能力量表（ICCAS-R）。使用四个学生队列来检查协作能力的纵向变化：队列 1（2019 年）、队列 2（2020 年）、队列 3（2021 年）和队列 4（2022 年）。ICCAS-R 用于捕获每个队列中每个学生在 4 个时间点的数据：PY2 春季论坛前（T1）、PY2 春季论坛后（T2）、PY3 秋季论坛前（T3）和 PY3 秋季论坛后（T4）。使用重复测量方差分析，比较了 4 个总平均分数（T1=pre1，T2=post1，T3=pre2，T4=post2）。
四个队列（N=414）完成了跨专业论坛，其中 336 名（81%）完成了 ICCAS-R 工具，并被纳入分析。在每个队列中，总平均分数从 T1 增加到 T2，从 T3 增加到 T4，表明论坛前后自我评估能力的提高。T2 到 T3 之间的总平均分数下降，表明在两次跨专业论坛之间，协作能力下降。
虽然学生的协作能力在论坛体验前后有所提高，但这些变化在体验之间减少了。这些发现表明，应该在多个时间点强化跨专业能力，以支持持久的效果。
