A Structured Approach to Intentional Interprofessional Experiential Education at a Non-Academic Community Hospital

• Published in: American journal of pharmaceutical education 2019-11, Vol.83 (9), p.7365-7373, Article 7365
• Main Authors: Nwaesei, Angela Shogbon, Jacob, Bobby C., Peasah, Samuel K., Perkins, Jonathan J., Hogan, Matthew
• Format: Article
• Language: English
• Subjects: Academic Standards; Accreditation (Institutions); Administrative support; advanced pharmacy practice experience; Case Studies; Classroom Environment; Collaboration; community hospital; Community Relations; Core curriculum; Drug stores; Education; Educational Change; Evidence-based medicine; Experiential Learning; Hospitalists; Hospitals; Informed consent; Instruments (Equipment); intentional interprofessional experiential education; Internal medicine; Interprofessional education; Learning; Medical schools; Medical students; Medicine; Patients; Pharmacists; Pharmacy; Physicians; Setting (Literature); SPICE; Student attitudes; Student Evaluation; Surveys; Teachers; Teaching Methods; Teams; University colleges
• ISSN: 0002-9459; 1553-6467
• DOI: 10.5688/ajpe7365

Objective. To develop and implement a multimodal structured approach to intentional interprofessional experiential education at a non-academic community hospital, and to evaluate students’ perceptions of the program. Methods. A multimodal structured approach to intentional interprofessional experiential education was designed that consisted of medical and pharmacy students participating together in daily pre-rounds, daily teaching rounds, and once or twice weekly lunch-and-learn sessions at a non-academic community hospital. Pre- and post-experience surveys were administered to assess students’ perceptions of physician and pharmacist collaboration in interprofessional education (IPE). The survey instrument included the Student Perceptions of Physician-Pharmacist Interprofessional Clinical Education, Version 2 (SPICE-2) survey. Results. Thirty-nine students, including 18 fourth-year student pharmacists from Mercer University College of Pharmacy and 21 third-year medical students from three medical schools in the Caribbean, provided informed consent and were enrolled in the eight-month study. Students’ perceptions of items related to the Interprofessional Education Collaborative (IPEC) competencies, including values/ethics for interprofessional practice, roles/responsibilities, and teams and teamwork, significantly improved from the pre- to the post-experience survey. Conclusion. A multimodal structured approach to intentional interprofessional experiential education had positive effects on students’ perceptions of interprofessional clinical education targeting key components of the (IPEC) competencies. This approach may be a useful tool for implementing intentional IPE in the experiential setting.