Where are we? Where next? An exploration into the development and implementation of practice-based interprofessional education for student pharmacists in Scotland.

Depasquale, Clare

Abstract

Interprofessional collaborative practice (IPCP) is considered essential to address the increasingly complex needs of patients. Subsequently, developing a workforce with the right competencies is a requisite to ensure safe, effective and efficient person-centred care within integrated health and social care systems. This in turn has increased focus on interprofessional education (IPE) as a necessary step in preparing a “collaborative practice-ready” workforce. The overarching aim of this research programme was to explore the development and implementation of practice-based IPE in the experiential learning (EL) curriculum of Master of Pharmacy (MPharm) programmes in Scotland. The research adopted a pragmatic worldview and included four empirical studies conducted over two phases. A case study research strategy allowed an in-depth exploration; a multimodal approach was employed. The decision to underpin the programme of research with systems theory encapsulated the complexity of IPE and allowed consideration of multiple presage, process and product factors within the teaching and learning environment. Phase 1 aimed to identify what is happening, explain why it is happening and inform future action. It included three studies and involved key stakeholder groups, allowing diverse views and experiences to be explored. Multiple methodologies were used - quantitative (cross-sectional online/paper questionnaires), qualitative (document analysis) and mixed methods (cross-sectional online questionnaire and group interviews). Key findings identified that overall, stakeholders perceived IPE as essential to prepare student pharmacists for future IPCP and improve patient outcomes. Stakeholders reported a lack of visibility of IPE in the EL curriculum and a reliance on informally planned or unplanned IPE experiences during placements; mainly involving interactions between student pharmacists and qualified health and social care professionals. Very few examples of formally planned IPE experiences involving different student groups were identified. Variation in approaches and opportunities which presented during placements, were perceived by stakeholders as potentially leading to inequitable EL experiences and missed interprofessional learning opportunities. Findings identified a need to rethink current IPE provision; including better collaboration and co-ordination between universities and placement providers and better collaboration between practice teams to overcome contextual factors – logistical, organisational and regulatory. Additional funding and a need to focus on a continuum of learning were also perceived as necessary to support practice-based IPE development and implementation. Phase 2 focused on moving forward with IPE curricular design. Its aim was to design a framework to support the development and implementation of practice-based IPE initiatives. A consensus method using a modified Delphi technique was employed; with statement development informed by key findings from the first research phase and a document analysis of international IPE frameworks. A heterogenous expert panel with 45 members from key stakeholder groups was appointed. High levels of consensus were achieved on statements relating to IPE learning outcomes and collaborative core competencies/capabilities that student pharmacists should develop through IPE experiences. Two statements relating to summative assessment did not reach consensus. This research has produced original findings; identifying challenges but also opportunities. It has provided a strong foundation that can be used to inform future development and implementation of practice-based IPE to better prepare student pharmacists for future collaborative practice. Findings from this research challenge educators and practice providers at top stakeholder level to work together to devise a strategic plan with a clear mission statement to drive forward the agenda for practice-based IPE in undergraduate health and social care curricula in Scotland.

Citation

DESPASQUALE, C. 2025. Where are we? Where next? An exploration into the development and implementation of practice-based interprofessional education for student pharmacists in Scotland. Robert Gordon University, PhD thesis. Hosted on OpenAIR [online]. Available from: https://doi.org/10.48526/rgu-wt-2935010

• Thesis Type: Thesis
• Deposit Date: Jul 23, 2025
• Publicly Available Date: Jul 23, 2025
• DOI: https://doi.org/10.48526/rgu-wt-2935010
• Keywords: Interprofessional education; Interprofessional learning; Experiential learning; Pharmacy education; Practice-based learning
• Public URL: https://rgu-repository.worktribe.com/output/2935010
• Award Date: Jan 31, 2025