Description of a Longitudinal Interprofessional Education Plan and Outcomes From an Inaugural Student Cohort

Susanne G. Barnett, Casey E. Gallimore, Beth Janetski, Amanda Margolis, Beth A. Martin, Joseph A. Zorek

Research output: Contribution to journalArticlepeer-review

Abstract

Objective: To describe a longitudinal interprofessional education (IPE) plan at 1 school of pharmacy including inaugural student cohort outcomes. Methods: Standards 2016 prompted the creation of an IPE task force at the University of Wisconsin–Madison School of Pharmacy to develop and implement an IPE plan consisting of outcome-based goals, a deliberate design, and a formalized assessment strategy (an approach that inspired national consensus guidance from the Health Professions Accreditors Collaborative). Beginning with the 2022 graduating class, required interprofessional learning activities were embedded longitudinally across a 4-year Doctor of Pharmacy program and included classroom-, simulation-, and clinical-based IPE activities. Student learning outcomes, focused on attitudes, skills, and behaviors, were assessed longitudinally using 3 self-reported, validated measures allowing before and after comparisons: Student Perceptions of Interprofessional Clinical Education–Revised, Version 2, Interprofessional Education Collaborative Competency Self-Assessment Tool, Version 3, and Interprofessional Collaborative Competencies Attainment Survey–Revised, coupled with the Individual Teamwork Observation and Feedback Tool. Results: End point Student Perceptions of Interprofessional Clinical Education–Revised, Version 2 and Interprofessional Education Collaborative Competency Self-Assessment Tool, Version 3 average scores were in the agree to strongly agree range with statistically significant before and after change in 80% (4 of 5) of subscales. Students’ attainment and demonstration of positive teamwork behaviors were evidenced by statistically significant before and after changes in advanced pharmacy practice experience student Interprofessional Collaborative Competencies Attainment Survey–Revised scores and universal satisfactory ratings of advanced pharmacy practice experience students on the Individual Teamwork Observation and Feedback Tool. Conclusion: A developmentally progressive, longitudinal IPE plan was implemented into a 4-year Doctor of Pharmacy program. Inaugural student cohort assessment results documented students were prepared for interprofessional practice upon graduation.

Original languageEnglish (US)
Article number101307
JournalAmerican journal of pharmaceutical education
Volume88
Issue number12
DOIs
StatePublished - Dec 2024

Keywords

  • Assessment
  • Attitudes
  • Behaviors
  • Interprofessional education
  • Program evaluation

ASJC Scopus subject areas

  • Education
  • Pharmacy
  • General Pharmacology, Toxicology and Pharmaceutics

Fingerprint

Dive into the research topics of 'Description of a Longitudinal Interprofessional Education Plan and Outcomes From an Inaugural Student Cohort'. Together they form a unique fingerprint.

Cite this