Longer-term outcomes of medicine and pharmacy students at Cardiff University after undergraduate therapeutics and prescribing interprofessional education
DOI:
https://doi.org/10.46542/pe.2023.231.584593Keywords:
Interview, Interprofessional education, Medical education, Modified Kirkpatrick evaluation model, Pharmacy educationAbstract
Background: Studies have reported students’ satisfaction with and learning from undergraduate interprofessional education (IPE). However, there is insufficient research reporting on any longer-term effects of IPE. The objective is to assess the longer-term impact of learning by 3rd/4th year medical and pharmacy students 12-24 months after a therapeutics/prescribing IPE session.
Methods: Semi-structured interview transcriptions were explored inductively using thematical analysis, and deductively by using the Modified Kirkpatrick’s evaluation model. Exactly 34 interviews were conducted.
Results: Inductively, six themes were identified: preparedness; students as learners and teachers; knowledge/skills development; application of learning; session value; and suggestions for change. Deductively, participants found the session enjoyable and interesting (level 1), had modified attitudes of peers (level 2a), acquired knowledge and skills (level 2b), and, those in employment, provided examples of behavioural change (level 3). No organisational change (level 4) or improved patient outcomes (level 5) were reported.
Conclusion: Both medical and pharmacy participants were able to recall a therapeutic/prescribing IPE session that took place 12-24 months earlier. Participants emphasised the usefulness of interacting with peers, increasing their understanding of each others’ roles, improving communication skills and applying learning within practice. Those developing IPE should consider early consistent delivery, utilise multidisciplinary faculty members and ensure an appropriate student knowledge gap.
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