ArticleBMC medical education2025
Evaluation of an interprofessional education program involving medical and pharmacy students: a mixed-method study.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
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Who cites it
10 citing papers in PubMed.
- Advancing Clinical Competence Through Interprofessional Education: Perspectives and Experiences of Healthcare Professionals and Clinical Educators.Nursing reports (Pavia, Italy) · 2026Article
- Virtual simulation as a catalyst for equitable and authentic interprofessional learning.BMC medical education · 2026Article
- Interprofessional Training in Virtual Reality for Health Care: Experimental Study on Procedural Knowledge and Willingness to Collaborate.JMIR medical education · 2026Article
- Confronted with the real world: how final-year medical students experience interprofessional collaboration in clinical practice.BMC medical education · 2026Article
- Psychometric Properties of the Traditional Chinese Version of the Interprofessional Collaborative Competency Attainment Survey.Research in nursing & health · 2026Article
- What is the best curriculum timing for an educational podcast aiming to improve medical students' attitudes towards physician-pharmacist collaboration: a pre-post study.BMC medical education · 2025Article
- Improving antibiotic stewardship skills through interdisciplinary online education: a multicenter teaching intervention for physicians and pharmacists.BMC medical education · 2025Article
- Evaluating the impact of an interprofessional education intervention on health profession students' perceptions and collaborative competencies in Lebanon: a quasi-experimental study.BMC medical education · 2025Article
- Obstacles to effective implementation of interprofessional education in Sudan.BMC medical education · 2025Article
- Interprofessional Educational Interventions to Improve Pharmacological Knowledge and Prescribing Competency in Medical Students and Trainees: A Scoping Review.Pharmacy (Basel, Switzerland) · 2025Review
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7 authors.
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Abstract
backgroundEffective pharmacotherapy requires strong collaboration between physicians and pharmacists, highlighting the need for interprofessional education (IPE) in university curricula. This study evaluated the impact of an IPE program on medical and pharmacy students, focusing on their perceived development of interprofessional collaborative competencies, perceived learning outcomes, and clinical collaboration perceptions.
methodsA mixed-method approach was employed to evaluate an IPE program that consisted of three mandatory activities with increased complexity and autonomy, that were integrated into the medical and pharmacy students' curricula. From September 2022 to June 2023, using a retrospective pre-post approach, students rated their competence levels after an educational activity using the Interprofessional Collaborative Competency Attainment Scale (ICCAS). The participants also answered open-ended survey questions about their learning outcomes. Medical students participated in both uniprofessional education (UPE) and IPE, while pharmacy students participated exclusively in IPE. Effect sizes for competency development were estimated, and subgroup analyses were performed to examine the impact of multiple IPE activities. Semi-structured interviews provided additional qualitative insights, which were analyzed using thematic analysis.
resultsOf the 309 surveys completed (response rate 64%, with 274 medical and 35 pharmacy students), all 21 ICCAS items showed statistically significant improvement in both UPE (n = 127) and IPE (n = 182) (p < 0.05). While effect sizes for UPE were small across all items, IPE had medium effect sizes for six items and large effect sizes for two items. Overall, students rated themselves as more capable of interprofessional collaboration after IPE, with 55% (n = 124) reporting feeling 'somewhat better' and 6% (n = 14) feeling 'much better,' compared to 16% (n = 12) and 0%, respectively, after UPE. Competency development seems to improve slightly with an increased number of IPE activities. Pharmacy students reported somewhat higher post-activity scores than medical students did. Qualitative data from open-ended survey responses and interviews with six medical students and four pharmacy students highlighted a deeper understanding of professional roles and a greater appreciation for collaborative work through this program.
conclusionsThis IPE program focused on pharmacotherapy improved self-perceived interprofessional collaborative competencies among medical and pharmacy students. Through multiple interprofessional activities, students can develop a deeper understanding of professional roles and improve collaborative skills.
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