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Designing a Framework to Support Practice-Based Interprofessional Education Initiatives for Student Pharmacists: A

Clare Depasquale1, Amy Arnold1, Scott Cunningham1

  • 1School of Pharmacy, Applied Sciences and Public Health, Robert Gordon University, Garthdee Rd, Aberdeen, United Kingdom.

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|December 28, 2025
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Summary
This summary is machine-generated.

Stakeholders reached consensus on most factors for designing practice-based interprofessional education (IPE) frameworks for student pharmacists. Further research is needed on assessment-related statements for IPE initiatives.

Keywords:
Experiential learningInterprofessional collaborative practiceInterprofessional educationInterprofessional learningPharmacy education

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Area of Science:

  • Pharmacy Education
  • Interprofessional Education (IPE)
  • Health Professions Education

Background:

  • Designing effective practice-based interprofessional education (IPE) initiatives is crucial for student pharmacists.
  • A consensus-based framework is needed to guide the development of these initiatives.
  • Existing literature and empirical studies provide a foundation for framework development.

Purpose of the Study:

  • To achieve stakeholder consensus on statements for a framework supporting practice-based interprofessional education (IPE) for student pharmacists.
  • To identify key presage, process, and product factors for successful IPE initiatives.

Main Methods:

  • A modified Delphi technique with two rounds was employed.
  • Statements were derived from literature, international IPE frameworks, and empirical research.
  • Data analysis included descriptive statistics and thematic analysis of comments, with consensus defined as ≥70% agreement.

Main Results:

  • High response rates were achieved (Round 1: 82.2%, Round 2: 71.1%).
  • Consensus was reached on 93.3% of statements in Round 1 and 81.8% in Round 2.
  • Disagreement centered on summative assessment, with themes of 'Realistic versus idealistic approach?' and 'Looking at the bigger picture' emerging.

Conclusions:

  • Stakeholders largely agree on essential presage, process, and product factors for practice-based IPE.
  • Further investigation is required to resolve disagreements concerning assessment in IPE.
  • The findings support the development of a robust framework for interprofessional education in pharmacy practice settings.