Mapping student perceptions of experiential interprofessional learning to the Interprofessional Education Collaborative (IPEC) competencies.

Humans Interprofessional Education Interprofessional Relations Problem-Based Learning Retrospective Studies Students, Pharmacy
Healthcare professions IPEC competencies Interprofessional education

Journal

Currents in pharmacy teaching & learning
ISSN: 1877-1300
Titre abrégé: Curr Pharm Teach Learn
Pays: United States
ID NLM: 101560815

Informations de publication

Date de publication:
02 2022
Historique:
received: 23 12 2020
revised: 06 11 2021
accepted: 28 11 2021
entrez: 22 2 2022
pubmed: 23 2 2022
medline: 19 4 2022
Statut: ppublish

Résumé

Introductory pharmacy practice experiences (IPPEs) and advanced pharmacy practice experiences (APPEs) provide opportunities for interprofessional education (IPE) in doctor of pharmacy (PharmD) programs by facilitating student engagement with other healthcare professionals. It is unknown how well these experiences align with competencies required for interprofessional collaborative practice. This study describes the alignment of student reflections from experiential rotations with the Interprofessional Education Collaborative (IPEC) competencies. Following completion of experiential rotations from June 2017 to August 2019, a retrospective analysis of IPE surveys submitted by students was performed to assess types of interprofessional interactions and alignment of student reflections with IPEC competencies. A total of 1360 surveys were analyzed. More than 75% of all PharmD students enrolled in IPPEs or APPEs during the study period completed at least one survey. Across all experiences, survey responses mapped to IPEC competencies at the following rates: Values/Ethics (25%), Roles/Responsibilities (48%), Interprofessional Communication (36%), and Teams/Teamwork (48%). More reflections from inpatient experiences, compared to outpatient experiences, aligned with Roles/Responsibilities and Teams/Teamwork, while fewer inpatient experience reflections aligned with Interprofessional Communication. Active engagement with other health professions increased as students progressed from IPPEs to APPEs. As PharmD students progress through the experiential curriculum, they engage with IPEC competencies during each professional year. Inpatient and outpatient experiences may highlight different aspects of the IPEC competencies and advanced rotations are more likely to facilitate active engagement with other healthcare professionals.

Identifiants

DOI: 10.1016/j.cptl.2021.11.023 PMID: 35190160
pubmed: 35190160
pii: S1877-1297(21)00347-6
doi: 10.1016/j.cptl.2021.11.023
pii:
doi:

Types de publication

Journal Article

Langues

eng

Sous-ensembles de citation

IM

Pagination

182-192

Informations de copyright

Copyright © 2021 Elsevier Inc. All rights reserved.

Auteurs

Dalia Ameripour (D)

Clinical Pharmacy Resident, University of Southern California School of Pharmacy, 1985 Zonal Avenue, Los Angeles, CA 90089, United States. Electronic address: ameripou@usc.edu.

Megan Matthews (M)

Clinical Pharmacy Resident, University of Southern California School of Pharmacy, 1985 Zonal Avenue, Los Angeles, CA 90089, United States. Electronic address: mematthe@usc.edu.

Ying Wang (Y)

Assistant Professor of Clinical Pharmacy, Director, Professional Experience Program, University of Southern California School of Pharmacy, 1985 Zonal Avenue, Los Angeles, CA 90089, United States. Electronic address: wangying@usc.edu.

Edith Mirzaian (E)

Assistant Dean of Curriculum, Associate Professor of Clinical Pharmacy, University of Southern California School of Pharmacy, 1985 Zonal Avenue, Los Angeles, CA 90089, United States. Electronic address: emirzakh@usc.edu.

Rory E Kim (RE)

Assistant Professor of Clinical Pharmacy, University of Southern California School of Pharmacy, 1985 Zonal Avenue, Los Angeles, CA 90089, United States. Electronic address: rocallag@usc.edu.

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Classifications MeSH

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questionsmedicales.fr › Éducation › Enseignement professionnel › Éducation interprofessionnelle › Mapping student perceptions of experiential...
questionsmedicales.fr › Comportement et mécanismes comportementaux › Relations interpersonnelles › Relations interprofessionnelles › Mapping student perceptions of experiential...
questionsmedicales.fr › Éducation › Enseignement › Apprentissage par problèmes › Mapping student perceptions of experiential...
questionsmedicales.fr › Environnement et santé publique › Santé publique › Méthodes épidémiologiques › Caractéristiques des études épidémiologiques › Études épidémiologiques › Études de cohortes › Études rétrospectives › Mapping student perceptions of experiential...
questionsmedicales.fr › Personnes › Étudiants › Étudiants des professions de santé › Étudiant pharmacie › Mapping student perceptions of experiential...