Preliminary evaluation of pharmacy resident integration within an academic interprofessional patient aligned care team at a Veterans Affairs Academic Medical Center

Exploring experiential learning within interprofessional practice education initiatives for pre-licensure healthcare students: a scoping review

“…Demonstrating educational outcomes through IPP, such as acquisition of competencies related to IPC, discipline-specific competencies (e.g., assessments, interventions, clinical reasoning, etc. ), and self-directed learning, was an intention in 26 of the articles [ 50 , 51 , 54 – 56 , 60 , 63 , 75 , 77 , 78 , 83 , 84 , 86 , 91 , 93 , 95 , 101 , 102 , 106 , 108 , 110 , 116 , 127 , 130 , 134 , 135 ]. Gaining knowledge and being able to care for clients from diverse cultural, ethnic, racial, and/or other specific population groups (e.g., children, older adult, vulnerable, etc.)…”

“…Nature of student participation reflected how students were involved in the IPP education initiative. For 41 IPP initiatives described in the literature the learning experience was a clinical placement where students of at least one discipline were assigned to participate as part of their educational program with other students from other disciplines participating through elective coursework or volunteerism [ 49 , 53 , 55 , 56 , 59 , 62 , 63 , 68 , 74 , 77 , 81 – 87 , 93 , 95 , 96 , 98 , 103 , 104 , 106 , 107 , 109 , 111 – 113 , 115 , 120 , 123 , 128 , 131 , 134 , 135 , 137 , 141 , 142 , 146 , 148 ]. Terms that were considered synonymous with clinical placement included clinical rotation , training site , clerkship , and residency [ 68 , 77 , 83 , 86 , 93 , 112 , 123 ].…”

“…For 41 IPP initiatives described in the literature the learning experience was a clinical placement where students of at least one discipline were assigned to participate as part of their educational program with other students from other disciplines participating through elective coursework or volunteerism [ 49 , 53 , 55 , 56 , 59 , 62 , 63 , 68 , 74 , 77 , 81 – 87 , 93 , 95 , 96 , 98 , 103 , 104 , 106 , 107 , 109 , 111 – 113 , 115 , 120 , 123 , 128 , 131 , 134 , 135 , 137 , 141 , 142 , 146 , 148 ]. Terms that were considered synonymous with clinical placement included clinical rotation , training site , clerkship , and residency [ 68 , 77 , 83 , 86 , 93 , 112 , 123 ]. In seven articles the initiative appeared to be required as part of course work or curriculum for at least one discipline [ 49 , 61 , 68 , 98 , 100 , 112 , 126 ] and in 10 instances it appeared to be an elective course or optional experience for credit for at least one discipline [ 50 , 51 , 54 , 64 , 71 , 91 , 101 , …”

“…Populations were also defined by specific geographical location that included rural or isolated areas [ 80 , 105 , 108 , 115 , 130 , 133 , 139 , 144 , 148 ], other underserviced or deprived areas [ 100 , 126 , 143 ], and international location [ 76 , 91 ]. Articles described populations as belonging to a minority, marginalized, vulnerable, uninsured, and/or otherwise socioeconomically disadvantaged group [ 51 , 58 , 60 , 71 , 72 , 75 , 76 , 83 , 89 , 97 , 101 , 104 , 115 , 122 , 127 , 129 , 139 , 145 , 147 ], having high utilization of healthcare resources [ 67 ], or being veterans [ 77 , 93 , 146 ]. No specific population was identified or clearly stated in 25 articles; however, many of these IPP education initiatives were situated in ambulatory care, primary care, or primary healthcare settings with a general population [ 77 , 79 , 89 , 94 , 98 , 100 , 102 , 115 , 125 , 138 ] or residents of facilities, such as long term care [ 79 , 99 ].…”

“…Articles described populations as belonging to a minority, marginalized, vulnerable, uninsured, and/or otherwise socioeconomically disadvantaged group [ 51 , 58 , 60 , 71 , 72 , 75 , 76 , 83 , 89 , 97 , 101 , 104 , 115 , 122 , 127 , 129 , 139 , 145 , 147 ], having high utilization of healthcare resources [ 67 ], or being veterans [ 77 , 93 , 146 ]. No specific population was identified or clearly stated in 25 articles; however, many of these IPP education initiatives were situated in ambulatory care, primary care, or primary healthcare settings with a general population [ 77 , 79 , 89 , 94 , 98 , 100 , 102 , 115 , 125 , 138 ] or residents of facilities, such as long term care [ 79 , 99 ]. Population was not applicable in one article detailing a practice guide for IPE/IPP [ 48 ].…”