Sarah Shrader1, Caroline Griggs1. 1. South Carolina College of Pharmacy, MUSC Campus, Charleston, South Carolina.
Abstract
OBJECTIVE: To determine if the incorporation of multiple interprofessional educational (IPE) activities delivered as a longitudinal curriculum within a required clinical assessment course changed pharmacy students' perceptions regarding interprofessional collaboration. DESIGN: Seventy-one third-year pharmacy students participated in Clinical Assessment, a required applications-based course with a laboratory component. Nine separate IPE activities were embedded into the course longitudinally over the semester using various active-learning strategies and simulated patients. The IPE activities required student participation from medical, nursing, and physician assistant students. ASSESSMENT: Pharmacy students completed an 18-item validated survey instrument, the Interdisciplinary Education Perception Scale (IEPS), on the first (pre-survey) and last (post-survey) day of the course. After completing the course, scores improved on 16 of 18 survey items that measured pharmacy students' perceptions of interprofessional collaboration. CONCLUSION: Incorporating multiple IPE activities longitudinally into a required clinical assessment course significantly changed pharmacy students' perceptions of interprofessional collaboration.
OBJECTIVE: To determine if the incorporation of multiple interprofessional educational (IPE) activities delivered as a longitudinal curriculum within a required clinical assessment course changed pharmacy students' perceptions regarding interprofessional collaboration. DESIGN: Seventy-one third-year pharmacy students participated in Clinical Assessment, a required applications-based course with a laboratory component. Nine separate IPE activities were embedded into the course longitudinally over the semester using various active-learning strategies and simulated patients. The IPE activities required student participation from medical, nursing, and physician assistant students. ASSESSMENT: Pharmacy students completed an 18-item validated survey instrument, the Interdisciplinary Education Perception Scale (IEPS), on the first (pre-survey) and last (post-survey) day of the course. After completing the course, scores improved on 16 of 18 survey items that measured pharmacy students' perceptions of interprofessional collaboration. CONCLUSION: Incorporating multiple IPE activities longitudinally into a required clinical assessment course significantly changed pharmacy students' perceptions of interprofessional collaboration.
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