Feasibility of Interprofessional Education in a Community Pharmacy

Abstract

Objective: To evaluate student learning, preceptor opinions, and feasibility of conducting interprofessional education in a community pharmacy. Methods: Six pharmacy and 6 physician assistant students from 2 universities were paired to practice together in a community pharmacy for 1 day and clinic or emergency department for 1 day. Investigator-developed surveys were completed anonymously by students and preceptors. Students self-assessed learning and team attitudes. Preceptors evaluated team functioning and provided feedback. Students and preceptors attended separate focus groups to discuss their experiences. Results: Students reported improved understanding of discipline-specific roles. Students stated shared learning would improve future ability to work on a team (n = 9), helped with understanding patients’ clinical problems (n = 8), and improved professional communications (n = 8). Students thought teams avoided healthcare delivery errors (n = 12), improved patient care (n = 11), increased efficiency (n = 8), and increased interventions (n = 7) compared to solo practice. Some students (n = 6) felt preceptors did not provide enough feedback. Students and preceptors stated the project should be continued. Students suggested improving orientation by including team functioning expectations and insuring patient availability for medication therapy management reviews. Preceptors wanted more training on providing team feedback and thought the experience should be longer to accommodate physician assistant student orientation to pharmacy operations. Conclusions: Interprofessional education in a community pharmacy was feasible and resulted in students learning about discipline roles, team functioning, and team care. Additional training and orientation for both students and preceptors are needed. More than 1 day at each practice site is needed to enhance interprofessional learning and skills.

Design thinking como estratégia para fomento à educação interprofissional em saúde em Instituição de ensino superior

“…A falta de clareza de papéis entre as diferentes profissões que atuam na Atenção Primária, especializada ou terciária, também ressoou como consequência diante das poucas oportunidades de interação e aprendizado entre os cursos da Saúde. Os achados na literatura indicam que conhecer o papel e a responsabilidade de outras profissões pode melhorar a capacidade de trabalhar em equipe, a comunicação profissional, a eficiência do trabalho, o atendimento ao paciente, e é capaz de aumentar a consciência, a compreensão e a interação interprofissional 24 .…”

Interprofessional Education Among Pharmacy, Medicine and Public Health Faculties: Perspective of Third Year Students

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