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. 2025 Jan 11;25(1):48.
doi: 10.1186/s12909-024-06574-w.

Evaluation of an interprofessional education program involving medical and pharmacy students: a mixed-method study

Josephine F Mertens  1 , Marleen H M Hessel  2 , Thomas G H Kempen  3 , Stefan Böhringer  2   4 , Adriaan F Norbart  5 , Chris W Walinga  6 , Teun van Gelder  2
Affiliations

Evaluation of an interprofessional education program involving medical and pharmacy students: a mixed-method study

Josephine F Mertens et al. BMC Med Educ. .

Abstract

Background: Effective pharmacotherapy requires strong collaboration between physicians and pharmacists, highlighting the need for interprofessional education (IPE) in university curricula. This study evaluated the impact of an IPE program on medical and pharmacy students, focusing on their perceived development of interprofessional collaborative competencies, perceived learning outcomes, and clinical collaboration perceptions.

Methods: A mixed-method approach was employed to evaluate an IPE program that consisted of three mandatory activities with increased complexity and autonomy, that were integrated into the medical and pharmacy students' curricula. From September 2022 to June 2023, using a retrospective pre-post approach, students rated their competence levels after an educational activity using the Interprofessional Collaborative Competency Attainment Scale (ICCAS). The participants also answered open-ended survey questions about their learning outcomes. Medical students participated in both uniprofessional education (UPE) and IPE, while pharmacy students participated exclusively in IPE. Effect sizes for competency development were estimated, and subgroup analyses were performed to examine the impact of multiple IPE activities. Semi-structured interviews provided additional qualitative insights, which were analyzed using thematic analysis.

Results: Of the 309 surveys completed (response rate 64%, with 274 medical and 35 pharmacy students), all 21 ICCAS items showed statistically significant improvement in both UPE (n = 127) and IPE (n = 182) (p < 0.05). While effect sizes for UPE were small across all items, IPE had medium effect sizes for six items and large effect sizes for two items. Overall, students rated themselves as more capable of interprofessional collaboration after IPE, with 55% (n = 124) reporting feeling 'somewhat better' and 6% (n = 14) feeling 'much better,' compared to 16% (n = 12) and 0%, respectively, after UPE. Competency development seems to improve slightly with an increased number of IPE activities. Pharmacy students reported somewhat higher post-activity scores than medical students did. Qualitative data from open-ended survey responses and interviews with six medical students and four pharmacy students highlighted a deeper understanding of professional roles and a greater appreciation for collaborative work through this program.

Conclusions: This IPE program focused on pharmacotherapy improved self-perceived interprofessional collaborative competencies among medical and pharmacy students. Through multiple interprofessional activities, students can develop a deeper understanding of professional roles and improve collaborative skills.

Keywords: Competence development; Interprofessional education; Medicine; Pharmacy; Undergraduate.

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Conflict of interest statement

Declarations. Ethics approval and consent to participate: Approval for this survey study, with an amendment to conduct interviews, was granted by the Ethics Review Board of the Netherlands Association for Medical Education (case numbers 2022.4.3 resp. 2023.7.4). Prior to the survey, students were informed about the research and invited to participate by a research student at the onset of each learning activity. Interview participants received written information with the invitational e-mail from a research student prior to the interview. All participating students consented to take part in the study by signing a consent form. Survey and interview data were handled anonymously and had no impact on competency assessment or any other aspect of their education. Consent for publication: Not applicable. Competing interests: The authors declare no competing interests.

Figures

Fig. 1
Fig. 1
Differences in competence levels pre- and post-activities per number of interprofessional education activities participated
Fig. 2
Fig. 2
Survey items competence level differences pre- and post- interprofessional education activities per study type
See this image and copyright information in PMC

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