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Multimodal interprofessional education in practice: Embedding pharmacy students in collaborative hospital-based
Angela Shogbon Nwaesei1, Pamela M Moye1, Matthew Hogan2
1Mercer University College of Pharmacy, Moye Pharmacy and Health Sciences Center, 3001 Mercer University Drive, Atlanta, GA 30341, USA.
Objective:
To develop and implement a multimodal structured approach to interprofessional education (IPE) at a community hospital incorporating student pharmacists completing various Advanced Pharmacy Practice Experiences (APPEs) and medical students, and to evaluate students' perceptions targeting interprofessional education collaborative (IPEC) competencies, clinical knowledge, and impact on patient care recommendations.
Methods:
A multimodal structured approach to IPE was designed, consisting of daily pre-rounds, daily teaching rounds, and once-weekly interactive case-based sessions between student pharmacists on various APPEs and medical students. Pre- and post-surveys were administered to assess students' perceptions of collaborative practice between physicians and pharmacists, using the validated SPICE 2 survey, and their knowledge of evidence-based guidelines. Clinical interventions were also assessed.
Results:
A total of 39 students, consisting of 17 fourth-year student pharmacists and 22 third-year medical students, provided informed consent and were enrolled. On the SPICE 2 survey, students demonstrated improvement in their perceptions from the pre- to post-survey on items related to the IPEC competencies, specifically roles and responsibilities and values and ethics. Students also demonstrated improvement in their knowledge assessment and documented interventions, resulting in an estimated cost savings of $23,837.
Conclusion:
A multimodal structured approach to IPE, incorporating student pharmacists on various APPEs and medical students, was successfully implemented at a community hospital and positively influenced learners' perceptions of interprofessional collaborative practice. It also created opportunities to improve knowledge of evidence-based guidelines and contribute to patient care recommendations. The study's strengths and unique contributions can serve as a framework for implementing similar programs in the experiential setting.
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