Bridging borders: An interprofessional curriculum rooted in community needs

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.