A cross-sectional study examining the nature and extent of interprofessional education in schools of pharmacy in the United Kingdom

Depasquale, Clare and Cunningham, Scott and Jacob, Sabrina Anne and Boyter, Anne and Portlock, Jane and Power, Ailsa and Addison, Brian (2024) A cross-sectional study examining the nature and extent of interprofessional education in schools of pharmacy in the United Kingdom. International Journal of Clinical Pharmacy, 46. 122–130. ISSN 2210-7711 (https://doi.org/10.1007/s11096-023-01655-0)

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Abstract

Background: Interprofessional education can prepare the workforce for collaborative practice in complex health and social care systems. Aim: To examine the nature and extent of interprofessional education in schools of pharmacy in the United Kingdom. Method: An online questionnaire was developed using systems theory, published literature and input from an interprofessional expert panel; it included closed and open-ended questions and a demographic section. Following piloting, it was distributed to 31 schools of pharmacy. Descriptive statistics were used for quantitative data, a content analysis approach for qualitative data. Results: Ten schools of pharmacy responded. All reported delivering compulsory interprofessional education. Most (80%) reported an interprofessional steering group overseeing development. Formative and/or summative assessment varied depending on year of study. Mechanism and purpose of evaluation varied with respondents reporting Kirkpatrick Evaluation Model Levels 1-3 (100%;80%;70%). Two themes were identified: “Variation in Interprofessional Education Approaches and Opportunities” and “Factors Influencing Development and Implementation of Interprofessional Education”. Formal teaching was mainly integrated into other modules; various pedagogic approaches and topics were used for campus-based activities. Respondents referred to planned interprofessional education during practice-based placements; some still at pilot stage. Overall, respondents agreed that practice-based placements offered opportunistic interprofessional education, but a more focused approach is needed to maximise student pharmacists’ learning potential. Conclusion: Most interprofessional education offered in undergraduate pharmacy curricula in the United Kingdom is campus-based; the nature and extent of which varies between programmes. Very few examples of practice-based activities were reported. Results may inform future interprofessional education curricular development.

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