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. 2024 Feb;46(1):122-130.
doi: 10.1007/s11096-023-01655-0. Epub 2023 Nov 3.

A cross-sectional study examining the nature and extent of interprofessional education in schools of pharmacy in the United Kingdom

Clare Depasquale  1 , Scott Cunningham  2 , Sabrina Anne Jacob  3 , Anne Boyter  3 , Jane Portlock  4 , Ailsa Power  5 , Brian Addison  2
Affiliations

A cross-sectional study examining the nature and extent of interprofessional education in schools of pharmacy in the United Kingdom

Clare Depasquale et al. Int J Clin Pharm. 2024 Feb.

Abstract

Background: Interprofessional education can prepare the workforce for collaborative practice in complex health and social care systems.

Aim: To examine the nature and extent of interprofessional education in schools of pharmacy in the United Kingdom.

Method: An online questionnaire was developed using systems theory, published literature and input from an interprofessional expert panel; it included closed and open-ended questions and a demographic section. Following piloting, it was distributed to 31 schools of pharmacy. Descriptive statistics were used for quantitative data, and a content analysis approach for qualitative data.

Results: Ten schools of pharmacy responded. All reported delivering compulsory interprofessional education. Most (80%) reported an interprofessional steering group overseeing development. Formative and/or summative assessment varied depending on year of study. Mechanism and purpose of evaluation varied with respondents reporting Kirkpatrick Evaluation Model Levels 1-3 (100%; 80%; 70%). Two themes were identified: "Variation in Interprofessional Education Approaches and Opportunities" and "Factors Influencing Development and Implementation of Interprofessional Education". Formal teaching was mainly integrated into other modules; various pedagogic approaches and topics were used for campus-based activities. Respondents referred to planned interprofessional education during practice-based placements; some still at pilot stage. Overall, respondents agreed that practice-based placements offered opportunistic interprofessional education, but a more focused approach is needed to maximise student pharmacists' learning potential.

Conclusion: Most interprofessional education offered in undergraduate pharmacy curricula in the United Kingdom is campus-based; the nature and extent of which varies between programmes. Very few examples of practice-based activities were reported. Results may inform future interprofessional education curricular development.

Keywords: Education, pharmacy; Interprofessional education; Learning, experiential; Learning, interprofessional.

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Conflict of interest statement

The authors have no conflicts of interest to declare.

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