専門職連携における早期学習者の発見と影響：質的考察のテーマ別コーディングによる検討

Identify Interprofessional Education Collaborative (IPEC) core competencies and sub-competencies cultivated through first-year (P1) Doctor of Pharmacy (PharmD) interprofessional education (IPE) experiences and those requiring greater emphasis later in the curriculum.

An IPE reflection containing two prompt domains - IPE Discoveries and Impacts and IPE Questions Remaining - was implemented after completion of three required IPE activities at the end of the P1 year. Qualitative, thematic analysis was conducted, and student responses were coded to the IPEC Core Competency framework. Descriptive statistics summarized thematic analysis results, with core competency and sub-competency codes reported as a percentage of total student responses. Identified sub-competency codes were mapped to completed IPE activity learning objectives.

Analysis of the IPE Discoveries and Impacts domain revealed core competency themes in the Communication (27.4%), Values and Ethics (25.8%), Teams and Teamwork (TT; 23.4%), and Roles and Responsibilities (14.9%) domains. Four of the five sub-competencies (80%) identified in >5% of student responses mapped to a learning objective in a completed IPE activity. Thematic analysis of the IPE Questions Remaining domain revealed the most common questions were in the TT domain (46.7%) with the most common sub-competency coded to team conflict management (18.5%).

An early-learner reflective writing assignment was implemented at the conclusion of P1 year. Coding of student responses to the IPEC Core Competencies and thematic analyses provided insights into IPE competency knowledge gained by students after completion of three required IPE activities and highlighted areas for future growth in collaborative practice.