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Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques
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Bridging borders: An interprofessional curriculum rooted in community needs.

Sara Smith1, Natalie Gordon1, Vicki Howe2

  • 1The University of Texas at El Paso School of Pharmacy, 500 W. University, El Paso, TX 79968, USA.

Currents in Pharmacy Teaching & Learning
|May 29, 2026
PubMed
Summary

This study integrates interprofessional education (IPE) into a PharmD curriculum for systemically disadvantaged (SD) groups. Pharmacy students gain skills to serve diverse communities, with positive feedback from students and alumni on SD group engagement.

Keywords:
CurriculumInterprofessional educationPaso del Norte healthSystemically disadvantaged

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Area of Science:

  • Health Professions Education
  • Pharmacy Education
  • Interprofessional Practice

Background:

  • Integrating interprofessional education (IPE) into pharmacy curricula is crucial for preparing future pharmacists.
  • Addressing the needs of systemically disadvantaged (SD) groups requires specialized training and awareness within healthcare education.
  • Existing PharmD programs may lack comprehensive strategies for incorporating both IPE and SD group considerations.

Purpose of the Study:

  • To present an innovative framework for embedding interprofessional education (IPE) within a Doctor of Pharmacy (PharmD) curriculum.
  • To ensure the curriculum is specifically designed to include and prepare students to serve systemically disadvantaged (SD) groups.
  • To evaluate the initial impact of this integrated approach on student and alumni perceptions.

Main Methods:

  • Development of a four-year PharmD curriculum with progressive IPE components.
  • Inclusion of specific modules and experiences focused on understanding and serving SD groups.
  • Collection of preliminary data through surveys assessing student and alumni responses to SD group-related statements.

Main Results:

  • Students and alumni reported favorable responses to statements concerning systemically disadvantaged (SD) groups.
  • The integrated curriculum design provides progressive development of knowledge and skills for community service.
  • Early indicators suggest positive reception of the educational approach among pharmacy trainees and graduates.

Conclusions:

  • The proposed IPE integration model offers a viable strategy for enhancing PharmD education.
  • The curriculum effectively prepares pharmacy students to address the needs of diverse and systemically disadvantaged populations.
  • Favorable preliminary results support the continued development and implementation of this comprehensive educational approach.