Presenters:
Alex Tang, Jessica Jiang
Authors:
Alex Tang, Jessica Jiang
Poster Abstract:
Objective: Four pharmacy students were matched to a four-week, non-direct patient care, community-based practicum and they were precepted by either a family physician, kinesiologist, naturopathic physician or chiropractor. In this second iteration of the practicum, this study aimed to understand the impact of an interprofessional collaboration (IPC) practicum on fourth year students, to describe the value of the activities (i.e. shadowing, self-facilitated online discussions, IPC project), and to evaluate student and practice educator (PE) perceptions.
Methods: Four students participated in three weekly self-facilitated online Zoom discussions, followed by a focus group. In addition, surveys were disseminated to the four students and four PEs. For this qualitative study, a thematic analysis with a combined inductive/deductive approach was used to analyze the transcripts and surveys.
Results: The competencies that were most demonstrated by students were role clarification, team functioning and interprofessional communication. With respect to role clarification, students leaned into their medication expert role and felt uneasy when this identify was challenged. All students agreed that the practicum activities were valuable. Students felt that the online discussions were beneficial as they were able to share experiences, and provide peer support. Students felt that self-directedness, open-mindedness, and embodying an advocacy spirit were key attributes to establish mutual understanding and promote IPC.
Conclusion: There are potential benefits for students to be precepted by health care providers outside of their discipline. Self-facilitated discussions are sustainable as they do not rely on faculty facilitators and they provide a common space for peers to discuss about discipline-specific issues.
Keywords: interprofessional, pharmacy, practicum
