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Educators' Interprofessional Collaborative Relationships: Helping Pharmacy Students Learn to Work with Other

Anne Croker1, Tony Smith2, Karin Fisher3

  • 1Tamworth Education Centre, Department of Rural Health, University of Newcastle, 114-148 Johnston Street, Tamworth, NSW 2340, Australia. Anne.Croker@newcastle.edu.au.

Pharmacy (Basel, Switzerland)
|October 4, 2017
PubMed
Summary

Interprofessional relationships among educators are crucial for collaborative practice. Key behaviors include inclusivity, connection, professional identity, respect, and learner-centeredness for effective interprofessional education.

Keywords:
co-located settingseducatorsinterprofessional educationinterprofessional learningpharmacyrelationshipswork integrated learningworkplace learning

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Area of Science:

  • Health Professions Education
  • Interprofessional Collaboration
  • Workplace Learning

Background:

  • Pharmacy educators, like others, utilize workplace learning for collaborative practice.
  • Interprofessional relationships among educators are vital for developing and evaluating collaborative learning strategies.
  • Limited research exists on the nature of educators' interprofessional relationships.

Purpose of the Study:

  • To explore the nature of interprofessional relationships among educators in a co-located setting.
  • To understand the interpersonal dynamics that facilitate or hinder interprofessional collaboration in education.

Main Methods:

  • Employed collaborative dialogical inquiry.
  • Utilized data from interprofessional focus groups and semi-structured interviews.
  • Interpreted data to identify cross-professional themes.

Main Results:

  • Identified five key interpersonal behaviors in educators' interprofessional relationships: inclusivity, developing connections, professional identity articulation, mutual respect, and learner-centeredness.
  • These behaviors were interwoven and essential for effective interprofessional collaboration.
  • Positive experiences are foundational, superseding professional interests.

Conclusions:

  • Interprofessional relationships among educators are characterized by specific interpersonal behaviors.
  • Fostering positive interprofessional relationships is essential for effective collaborative practice education.
  • Pharmacy educators should prioritize building relationships based on shared educational goals.