Mertens Josephine F, Hessel Marleen H M, Kempen Thomas G H, Böhringer Stefan, Norbart Adriaan F, Walinga Chris W, van Gelder Teun
Department of Clinical Pharmacy and Toxicology, Leiden University Medical Center, PO Box 9600, Leiden, 2300 RC, The Netherlands.
Division of Pharmacoepidemiology and Clinical Pharmacology, Department of Pharmaceutical Sciences, Utrecht Institute for Pharmaceutical Sciences (UIPS), Utrecht University, Utrecht, The Netherlands.
BMC Med Educ. 2025 Jan 11;25(1):48. doi: 10.1186/s12909-024-06574-w.
Effective pharmacotherapy requires strong collaboration between physicians and pharmacists, highlighting the need for interprofessional education (IPE) in university curricula. This study evaluated the impact of an IPE program on medical and pharmacy students, focusing on their perceived development of interprofessional collaborative competencies, perceived learning outcomes, and clinical collaboration perceptions.
A mixed-method approach was employed to evaluate an IPE program that consisted of three mandatory activities with increased complexity and autonomy, that were integrated into the medical and pharmacy students' curricula. From September 2022 to June 2023, using a retrospective pre-post approach, students rated their competence levels after an educational activity using the Interprofessional Collaborative Competency Attainment Scale (ICCAS). The participants also answered open-ended survey questions about their learning outcomes. Medical students participated in both uniprofessional education (UPE) and IPE, while pharmacy students participated exclusively in IPE. Effect sizes for competency development were estimated, and subgroup analyses were performed to examine the impact of multiple IPE activities. Semi-structured interviews provided additional qualitative insights, which were analyzed using thematic analysis.
Of the 309 surveys completed (response rate 64%, with 274 medical and 35 pharmacy students), all 21 ICCAS items showed statistically significant improvement in both UPE (n = 127) and IPE (n = 182) (p < 0.05). While effect sizes for UPE were small across all items, IPE had medium effect sizes for six items and large effect sizes for two items. Overall, students rated themselves as more capable of interprofessional collaboration after IPE, with 55% (n = 124) reporting feeling 'somewhat better' and 6% (n = 14) feeling 'much better,' compared to 16% (n = 12) and 0%, respectively, after UPE. Competency development seems to improve slightly with an increased number of IPE activities. Pharmacy students reported somewhat higher post-activity scores than medical students did. Qualitative data from open-ended survey responses and interviews with six medical students and four pharmacy students highlighted a deeper understanding of professional roles and a greater appreciation for collaborative work through this program.
This IPE program focused on pharmacotherapy improved self-perceived interprofessional collaborative competencies among medical and pharmacy students. Through multiple interprofessional activities, students can develop a deeper understanding of professional roles and improve collaborative skills.
有效的药物治疗需要医生和药剂师之间密切合作，这凸显了大学课程中跨专业教育（IPE）的必要性。本研究评估了一个IPE项目对医学和药学专业学生的影响，重点关注他们对跨专业协作能力的感知发展、感知学习成果以及临床协作认知。
采用混合方法评估一个IPE项目，该项目由三项强制性活动组成，活动的复杂性和自主性不断增加，并融入到医学和药学专业学生的课程中。从2022年9月到2023年6月，采用回顾性前后对比方法，学生使用跨专业协作能力达成量表（ICCAS）在一项教育活动后对自己的能力水平进行评分。参与者还回答了关于他们学习成果的开放式调查问题。医学专业学生既参加了单一专业教育（UPE），也参加了IPE，而药学专业学生只参加了IPE。估计了能力发展的效应量，并进行了亚组分析以检验多项IPE活动的影响。半结构化访谈提供了更多定性见解，并使用主题分析进行了分析。
在完成的309份调查问卷中（回复率64%，其中医学专业学生274名，药学专业学生35名），ICCAS的所有21个项目在UPE组（n = 127）和IPE组（n = 182）中均显示出统计学上的显著改善（p < 0.05）。虽然UPE组所有项目的效应量都很小，但IPE组有6个项目的效应量为中等，2个项目的效应量为大。总体而言，学生们认为在参加IPE后自己更有能力进行跨专业协作，55%（n = 124）的学生表示感觉“稍好一些”，6%（n = 14）的学生感觉“好多了”，而在参加UPE后，这一比例分别为16%（n = 12）和0%。随着IPE活动次数的增加，能力发展似乎略有改善。药学专业学生报告的活动后得分略高于医学专业学生。来自开放式调查回复以及对6名医学专业学生和4名药学专业学生访谈的定性数据强调，通过该项目，学生对专业角色有了更深入的理解，并对协作工作有了更高的认可度。
这个专注于药物治疗的IPE项目提高了医学和药学专业学生自我感知的跨专业协作能力。通过多项跨专业活动，学生可以对专业角色有更深入的理解，并提高协作技能。
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