Changes in Pharmacy Students After Experiencing Interprofessional Education Activities

Authors

  • Shane R. Tolleson PGY2 Solid Organ Transplant Pharmacy Resident Baylor St. Luke’s Medical Center Houston, TX, USA
  • Nadia J. Ismail Assistant Dean, Undergraduate Medical Education Assistant Professor of Medicine Baylor College of Medicine Houston, TX, USA
  • Anne C. Gill Director of Longitudinal Programs Associate Professor Pediatrics and Medical Ethics Baylor College of Medicine Houston, TX, USA
  • Rita A. Dello Stritto Associate Professor Texas Woman's University College of Nursing Houston, TX, USA
  • Mark D. Hatfield PhD Candidate Pharmaceutical Health Outcomes and Policy University of Houston College of Pharmacy Houston, TX, USA
  • Cayla R. Teal Assistant Dean for Academic Affairs Texas A&M Health Science Center Round Rock, TX, USA
  • Elizabeth A. Nelson Associate Dean for Undergraduate Medical Education Dell Medical School The University of Texas at Austin Austin, TX, USA
  • Catherine L. Hatfield Clinical Associate Professor University of Houston College of Pharmacy

DOI:

https://doi.org/10.22230/jripe.2016v6n1a222

Keywords:

Interprofessional education, IPE, pharmacy student, behavior, attitude

Abstract

Background: Interprofessional education (IPE) has become increasingly important among healthcare professionals. The purpose of this study was to assess the impact of IPE experiences on pharmacy students’ perceived level of comfort with and level of reliability regarding other healthcare professionals.

Methods and Findings: A survey of third- and fourth-year pharmacy students (N = 190) was analyzed using descriptive statistics and bivariate analyses to address the study objectives. Students experienced a significant increase in their level of comfort with questioning other professions after IPE (pre IPE: 5.45 ± 2.24 and post IPE: 7.22 ± 1.62, p<0.01) and being questioned by other professions (pre IPE: 5.39 ± 2.24 and post IPE: 7.04 ± 1.68, p<0.01). Students also experienced a significant increase in the perceived reliability and accuracy of information from nurses after IPE (pre IPE: 5.91 ± 1.82 and post IPE: 6.41 ± 1.62, p = 0.01).

Conclusions: Pharmacy students who experienced any IPE perceived themselves as more comfortable with questioning and being questioned by other healthcare professionals than students without IPE. Additional research is needed to more clearly define the benefits of IPE and how it should be designed.

Author Biography

Catherine L. Hatfield, Clinical Associate Professor University of Houston College of Pharmacy

As a Clinical Associate Professor at the University of Houston College of Pharmacy, Dr. Hatfield has expertise in interprofessional education, introductory pharmacy practice experiences (IPPE), objective structured clinical exams, and educational research.

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Published

2016-04-12

Issue

Vol. 6 No. 1 (2016)

Section

Articles: Empirical Research

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