Presenter:
Janice Yeung
Authors:
Kerry Wilbur, Janice Yeung, George Pachev, Jason Min, Larry Leung
Poster Abstract:
Purpose: Interprofessional education (IPE) for Canadian healthcare students aims to foster early understanding of collaborative care. However, how structured, campus-based IPE translates to interdisciplinary cooperation in practice environments remains unclear. This study explores pharmacy students’ interprofessional care experiences during community pharmacy clerkships.
Methods: As part of a longitudinal diary study, 25 fourth-year pharmacy students recorded reflections during their 8-week community clerkships. At three set intervals, participants responded to diary prompts about their collaborator roles and influences on competency development. No definitions of collaboration were provided. Thirteen students also participated in follow-up interviews. A reflective thematic analysis was conducted on 52 diary entries and interview transcripts.
Results: Students reported frequent collaboration with physicians, primarily via fax or phone, to resolve drug access issues, answer drug-related questions, and address therapy problems. Collaboration with other health professionals was opportunistic, depending on the practice site, and rarely part of routine workflows. Reported engagement with pharmacy staff, patients, or families was infrequent. Many students highlighted supportive preceptor feedback on physician communication, yet they also noted limited access to prescribers and patient information, which they viewed as barriers—especially when compared to hospital settings.
Conclusions: Students perceived themselves as collaborators, mostly with physicians, during community rotations. However, collaboration across professions and with patients was limited. Given the realities of single-discipline settings like community pharmacies, IPE can better prepare students to intentionally build collaborative relationships and share care across physical and professional boundaries.
