Perspectives of pharmacy students in Qatar toward interprofessional education and collaborative practice: a mixed methods study.

El-Awaisi, Alla; El Hajj, Maguy Saffouh; Joseph, Sundari; Diack, Lesley

Abstract

In an IPE environment, students are expected to have better understanding of the roles, responsibilities, and contribution of other health care professions to enhance interprofessional working and collaboration with an end result of improving patient-centred and team-based care. Although many studies have investigated students' attitudes, very few employ a mixed methods design and hardly are from Middle Eastern countries. A two-staged sequential explanatory mixed method design was used to comprehensively capture the perspectives of pharmacy students toward IPE and collaborative practice. A quantitative survey was conducted as the first stage of the study, followed by an in-depth discussion of these perspectives through a qualitative phase by conducting two focus groups. For the quantitative surveys, the overall response rate was 102/132 (77%) for pharmacy students in Qatar. This was followed by two focus groups with a total of 27 participants from senior and junior students. In exploring the qualitative data, three main themes were identified in relation to the pharmacy students' perspectives. These were on the pharmacy students' perception on the enablers (professional related benefits, patient-related benefits and current positive influences), barriers (previous IPE experiences, educational related issues and current working practices and processes), and recommendations to implementing IPE and collaborative practice (future IPE and pharmacy profession). Overall, the results demonstrate a strong readiness and positive perception by pharmacy students toward IPE and collaborative practice. This study has highlighted different dimensions in pharmacy students' perceptions. It also provided a useful insight into the readiness of pharmacy students in a Middle Eastern university. Students are seeking more IPE experiences formally incorporated into their curriculum and hence educators should capitalise on these positive and enthusiastic attitudes to identify the most effective means for delivering IPE and inform curricula planning. Collaborative practice-ready graduates will produce better-educated professionals delivering higher quality care. Please note that the name of this document 'Middle Eastern perspectives of pharmacy students toward interprofessional education and collaborative practice: a mixed methods study.' differs slightly from the published version.

Citation

EL-AWAISI, A., EL HAJJ, M.S., JOSEPH, S. and DIACK, L. 2018. Perspectives of pharmacy students in Qatar toward interprofessional education and collaborative practice: a mixed methods study. Journal of interprofessional care [online], 32(6), pages 674-688. Available from: https://doi.org/10.1080/13561820.2018.1498466

• Journal Article Type: Article
• Acceptance Date: Jun 28, 2018
• Online Publication Date: Jul 27, 2018
• Publication Date: Dec 31, 2018
• Deposit Date: Sep 3, 2018
• Publicly Available Date: Jul 28, 2019
• Journal: Journal of interprofessional care
• Print ISSN: 1356-1820
• Electronic ISSN: 1469-9567
• Publisher: Taylor and Francis
• Peer Reviewed: Peer Reviewed
• Volume: 32
• Issue: 6
• Pages: 674-688
• DOI: https://doi.org/10.1080/13561820.2018.1498466
• Keywords: Interprofessional collaboration; Interprofessional education; Mixed methods; Pharmacy; Prequalifying/prelicensure; Students
• Public URL: http://hdl.handle.net/10059/3106