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Preliminary evaluation of an AI-enhanced simulated interprofessional learning intervention for pharmacy students: a
Iqbal Fahs1,2, Mariam Dabbous3,4,5, Jihan Safwan3,5,6,7
1School of Pharmacy, Lebanese International University, Moussaitbeh, Salim Salam, Beirut, Lebanon. iqbal.fahs@liu.edu.lb.
Background:
Interprofessional education (IPE) is vital for preparing pharmacy students for collaborative practice but is often constrained by logistical challenges. This study examined the preliminary impact of an AI-enhanced simulated interprofessional learning intervention on pharmacy students' self-reported interprofessional competencies and perceived readiness for AI use in healthcare, using an antimicrobial stewardship (AMS) scenario to assess the application of clinical decision-making.
Methods:
A pilot quasi-experimental study with an explanatory mixed-methods design was conducted among pharmacy students (n = 112). The intervention involved an AI-enhanced simulation using virtual avatars representing healthcare roles within a recurrent urinary tract infection case. Outcomes were assessed using the Interprofessional Collaborative Competency Attainment Survey (ICCAS), the Medical Artificial Intelligence Readiness Scale (MAIRS), and an AMS knowledge questionnaire. Paired t-tests, repeated-measures MANCOVA, and multiple linear regression analyses were performed, and thematic analysis was used for qualitative data.
Results:
Participants reported significantly higher post-intervention self-reported scores across all outcomes. ICCAS scores increased from 58.82 ± 14.67 to 68.52 ± 12.45, MAIRS from 75.16 ± 10.85 to 82.12 ± 9.49, and AMS from 6.21 ± 1.74 to 8.08 ± 1.35 (all p < 0.001), with all subscales showing significantly higher post-values (p < 0.001). MANCOVA confirmed a significant overall time effect (p < 0.001). Qualitative findings highlighted students' perceived improvements in communication, teamwork, clinical reasoning, and critical awareness of AI limitations. Higher academic year, prior IPE exposure, simulation experience, and digital literacy were significantly associated with higher outcome scores. Students without prior IPE exposure showed larger pre-post ICCAS change scores than those with prior IPE exposure (Δ difference = 4.2, p = 0.008, d = 0.52).
Conclusion:
This pilot study suggests that AI-enhanced simulated interprofessional learning may be associated with improvements in students' self-reported collaborative competencies, perceived readiness for AI use in healthcare, and short-term AMS knowledge scores. Given the single-group pre-post design and short-term assessment, findings should be interpreted as preliminary and require confirmation through future controlled randomized and longitudinal studies.
