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Exploring Early-Learner Discoveries and Impacts Through Thematic Coding of Qualitative Reflections to
Susanne G Barnett1, Casey E Gallimore1
1University of Wisconsin-Madison School of Pharmacy, Clinical Practice, Innovation, and Research Division, Madison, WI, USA.
Objective:
Identify Interprofessional Education Collaborative (IPEC) core competencies and subcompetencies cultivated through first-year (P1) PharmD interprofessional education (IPE) experiences and those requiring greater emphasis later in the curriculum.
Methods:
An IPE reflection containing 2 prompt domains (IPE Discoveries and Impacts and IPE Questions Remaining) was implemented after completion of 3 required IPE activities at the end of the P1 year. Qualitative thematic analysis was conducted, and student responses were coded according to the IPEC Core Competency framework. Descriptive statistics summarized thematic analysis results, with core competency and subcompetency codes reported as a percentage of total student responses. Identified subcompetency codes were mapped to completed IPE activity learning objectives.
Results:
Analysis of the IPE Discoveries and Impacts domain revealed core competency themes in the Communication (27.4%), Values and Ethics (25.8%), Teams and Teamwork (TT; 23.4%), and Roles and Responsibilities (14.9%) domains. Four of the 5 subcompetencies (80%) identified in more than 5% of student responses mapped to a learning objective in a completed IPE activity. Thematic analysis of the IPE Questions Remaining domain revealed that the most common questions were in the TT domain (46.7%), with the most common subcompetency coded to team conflict management (18.5%).
Conclusion:
An early-learner reflective writing assignment was implemented at the conclusion of P1 year. Coding of student responses to the IPEC Core Competencies and thematic analyses provided insights into IPE competency knowledge gained by students after completion of 3 required IPE activities and highlighted areas for future growth in collaborative practice.
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