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Student Interprofessional Collaboration Experiences in Community Pharmacy.

Kerry Wilbur1, Janice Yeung1, George Pachev1

  • 1The University of British Columbia, Faculty of Pharmaceutical Sciences, Vancouver, BC, Canada.

American Journal of Pharmaceutical Education
|April 23, 2026
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Summary
This summary is machine-generated.

Pharmacy students’ interprofessional collaboration in community settings primarily involved physicians, with limited interaction with other health professionals. Curricula should foster proactive collaboration skills for shared care environments.

Keywords:
Community pharmaciesCompetencyInterprofessional collaborationStudent

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Area of Science:

  • Pharmacy Education
  • Interprofessional Collaboration
  • Community Pharmacy Practice

Background:

  • Interprofessional education (IPE) aims to enhance early role understanding and collaboration among health professional trainees.
  • The translation of campus-based IPE into collaborative practice during experiential learning, particularly in community pharmacy, requires further investigation.

Purpose of the Study:

  • To explore how pharmacy students describe their interprofessional collaboration experiences during advanced pharmacy practice experiences (APPE) in community pharmacy settings.

Main Methods:

  • A longitudinal diary study involving 22 fourth-year pharmacy students during an 8-week community APPE.
  • Students submitted reflections on interprofessional care (IPC) and collaborator roles at three intervals, supplemented by follow-up interviews.
  • Reflective thematic analysis was used to analyze diary entries and interview data.

Main Results:

  • Students frequently collaborated with physicians, mainly via phone or fax, to address medication access, drug information, and therapy issues.
  • Interactions with other health professionals were opportunistic, site-dependent, and not integrated into daily routines.
  • Collaboration with pharmacy staff, patients, and families was infrequently documented; students noted challenges with delayed access to professionals and insufficient patient information compared to hospital settings.

Conclusions:

  • Interprofessional collaboration for pharmacy students in community settings was predominantly physician-focused and often incidental.
  • Limited opportunities exist for collaboration with a broader range of health professionals.
  • Intentional curricular strategies are recommended to equip students with skills for proactively initiating collaborative relationships in shared care settings.