An Exploration into Student Pharmacists' Experiences of Practice-Based Interprofessional Education During Experiential Learning Placements

Abstract

Objective: This study aimed to explore student pharmacists' experiences of interprofessional education (IPE) during experiential learning (EL) placements.

Method: A paper questionnaire was used to collect data and was distributed to all penultimate/final-year student pharmacists enrolled in the Master of Pharmacy programs at Robert Gordon University or the University of Strathclyde (n = 485). Data collection took place between January and March 2023, shortly after student pharmacists attended EL placements in various practice settings. Participation in the research was voluntary, and questionnaires were completed anonymously. Thematic analysis was used to identify themes from responses to open-ended questions, aligning with the research aim. Ethical approval was granted by the Robert Gordon University School Ethics Research Committee.

Results: The questionnaire was completed by 328 (67.6%) student pharmacists. Themes identified included: (1) Nature of IPE experiences: mostly unplanned or informally planned, with few examples of formally planned IPE; opportunities varied across areas of practice; professional groups varied, with medicine and nursing most represented. (2) Factors influencing interprofessional learning: related to EL facilitator (preceptor), student pharmacist, placement, and cultural factors. Facilitators included prioritization of IPE and positive role modeling by mentors; barriers included student pharmacists' perceived lack of preparedness for IPE, lack of specific IPE learning outcomes, and sector-specific limitations. (3) Student pharmacists' perceived value of IPE: experiences supported the development of collaborative competencies, as well as personal, professional, and interprofessional identity development.

Conclusion: Greater emphasis on the relevance of IPE in the EL curriculum and the wider Master of Pharmacy curriculum could enhance learning from opportunistic IPE. The lack of formally planned IPE opportunities requires further attention.

Keywords: Experiential learning; Interprofessional collaborative practice; Interprofessional education; Interprofessional learning; Pharmacy education.