Mapping student perceptions of experiential interprofessional learning to the Interprofessional Education Collaborative (IPEC) competencies

Dalia Ameripour; Megan Matthews; Ying Wang; Edith Mirzaian; Rory E Kim

doi:10.1016/j.cptl.2021.11.023

Mapping student perceptions of experiential interprofessional learning to the Interprofessional Education Collaborative (IPEC) competencies

Curr Pharm Teach Learn. 2022 Feb;14(2):182-192. doi: 10.1016/j.cptl.2021.11.023. Epub 2021 Dec 28.

Authors

Dalia Ameripour¹, Megan Matthews², Ying Wang³, Edith Mirzaian⁴, Rory E Kim⁵

Affiliations

¹ Clinical Pharmacy Resident, University of Southern California School of Pharmacy, 1985 Zonal Avenue, Los Angeles, CA 90089, United States. Electronic address: ameripou@usc.edu.
² Clinical Pharmacy Resident, University of Southern California School of Pharmacy, 1985 Zonal Avenue, Los Angeles, CA 90089, United States. Electronic address: mematthe@usc.edu.
³ Assistant Professor of Clinical Pharmacy, Director, Professional Experience Program, University of Southern California School of Pharmacy, 1985 Zonal Avenue, Los Angeles, CA 90089, United States. Electronic address: wangying@usc.edu.
⁴ Assistant Dean of Curriculum, Associate Professor of Clinical Pharmacy, University of Southern California School of Pharmacy, 1985 Zonal Avenue, Los Angeles, CA 90089, United States. Electronic address: emirzakh@usc.edu.
⁵ Assistant Professor of Clinical Pharmacy, University of Southern California School of Pharmacy, 1985 Zonal Avenue, Los Angeles, CA 90089, United States. Electronic address: rocallag@usc.edu.

PMID: 35190160
DOI: 10.1016/j.cptl.2021.11.023

Abstract

Introduction: Introductory pharmacy practice experiences (IPPEs) and advanced pharmacy practice experiences (APPEs) provide opportunities for interprofessional education (IPE) in doctor of pharmacy (PharmD) programs by facilitating student engagement with other healthcare professionals. It is unknown how well these experiences align with competencies required for interprofessional collaborative practice. This study describes the alignment of student reflections from experiential rotations with the Interprofessional Education Collaborative (IPEC) competencies.

Methods: Following completion of experiential rotations from June 2017 to August 2019, a retrospective analysis of IPE surveys submitted by students was performed to assess types of interprofessional interactions and alignment of student reflections with IPEC competencies.

Results: A total of 1360 surveys were analyzed. More than 75% of all PharmD students enrolled in IPPEs or APPEs during the study period completed at least one survey. Across all experiences, survey responses mapped to IPEC competencies at the following rates: Values/Ethics (25%), Roles/Responsibilities (48%), Interprofessional Communication (36%), and Teams/Teamwork (48%). More reflections from inpatient experiences, compared to outpatient experiences, aligned with Roles/Responsibilities and Teams/Teamwork, while fewer inpatient experience reflections aligned with Interprofessional Communication. Active engagement with other health professions increased as students progressed from IPPEs to APPEs.

Conclusions: As PharmD students progress through the experiential curriculum, they engage with IPEC competencies during each professional year. Inpatient and outpatient experiences may highlight different aspects of the IPEC competencies and advanced rotations are more likely to facilitate active engagement with other healthcare professionals.

Keywords: Healthcare professions; IPEC competencies; Interprofessional education.

MeSH terms

Humans
Interprofessional Education*
Interprofessional Relations
Problem-Based Learning
Retrospective Studies
Students, Pharmacy*