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

To determine consensus among key stakeholders on statements to design a framework supporting practice-based interprofessional education (IPE) initiatives for student pharmacists.

The study used a 2-round modified Delphi technique. Statements were developed from published literature, a document analysis of international IPE frameworks, and findings from empirical studies completed as part of a wider program of research. This study was underpinned by the 3P (Presage-Process-Product) Model of Classroom Learning. A 4-point Likert scale was used. Data were analyzed using descriptive statistics. Consensus was preset at ≥70% agreement for individual statements. Panelists could provide comments at the end of each section; these were analyzed thematically. The Robert Gordon University School Ethics Review Committee granted ethical approval.

Forty-five panelists consented to participate; a response rate of 82.2% (37/45) was achieved in round 1 and 71.1% (32/45) in round 2. In round 1, consensus was reached on 70/75 (93.3%) statements/substatements. In round 2, consensus was reached on 9/11 (81.8%) statements; 5 statements that did not achieve consensus in round 1, and 6 new statements based on panel members' comments. The 2 statements that did not reach consensus related to summative assessment. Two themes were identified: "Realistic versus idealistic approach?" and "Looking at the bigger picture."

Key stakeholders agree on the majority of presage, process, and product factors that must be considered during the development of practice-based IPE initiatives. Further investigation is needed to clarify any factors potentially contributing to a lack of agreement on statements relating to assessment.