An Innovation Sprint to Promote Problem-solving and Interprofessional Skills Among Pharmacy and Public Health Students

• Published in: American journal of pharmaceutical education 2023-01, Vol.87 (1), p.27-33
• Main Authors: Kruger, Jessica S, Doloresco, Fred, Maerten-Rivera, Jaime, Zafron, Michelle L, Borden, Hadar, Fusco, Nicholas M
• Format: Article
• Language: English
• Subjects: Academic Achievement; Academic Libraries; Affect (Psychology); Collaboration; Communication; Communication Skills; Competence; Creative ability; Creative Thinking; Curricula; Divergent thinking; Educational aspects; Health Occupations; Innovation; Interprofessional education; Library Instruction; Likert scale; Likert Scales; Medical education; Patient compliance; Pedagogy; Pharmaceutical Education; Pharmacists; Pharmacology; Pharmacy; Physicians; Problem solving; Professions; Public health; Response rates; Schools of public health; Self Efficacy; Skill Development; Social Desirability; Student organizations; Study and teaching; Teams; Teamwork; Thinking Skills
• ISSN: 0002-9459; 1553-6467

Objective. Innovation sprints are a novel pedagogy where small groups of students find creative solutions to problems. The purpose of this study was to extend our understanding of innovation sprint pedagogical design by investigating the impact of an innovation sprint on Doctor of Pharmacy (PharmD) students' and Master of Public Health (MPH) students' interprofessional collaboration and problem-solving skills. We hypothesized that the innovation sprint would increase student self-efficacy and that interprofessional collaborative behaviors would be demonstrated by individuals on a team. Methods. MPH and third-year PharmD students were assigned to teams and participated in a required two-hour innovation sprint. Faculty observed student teams and evaluated their interprofessional collaboration skills using a rubric modeled after the Modified McMaster-Ottawa Scale. Students completed a postprogram survey assessing their interprofessional collaborative behaviors and attitudes toward the innovation sprint. Results. Of the 133 students participating in the innovation sprint, 127 completed the postprogram survey (response rate595%). Faculty determined that 123 students (92%) met the interprofessional collaboration competencies. The mean interprofessional collaborative competencies attainment survey scores increased for both PharmD and MPH students. Qualitative analyses highlighted themes of interprofessional collaboration and problem-solving skills that students valued. Overall, students enjoyed working with each other and engaging in creative problem-solving. Conclusion. An interprofessional innovation sprint involving PharmD and MPH students demonstrated a positive impact on student self-assessed interprofessional collaboration and problem-solving skills. Further, faculty observed a high rate of interprofessional behaviors within student teams. Based on these findings, an innovation sprint may be an effective pedagogical tool to enhance students' skills in these areas. Keywords: interprofessional education, innovation sprint, problem-solving, teamwork, collaboration