A Consensus Approach to Investigate Undergraduate Pharmacy Students' Experience of Interprofessional Education

作者：Nazar Hamde^*; Obara Ilona; Paterson Alastair; Nazar Zachariah; Portlock Jane; Hu**and Andrew

来源：American Journal of Pharmaceutical Education, 2017, 81(2): 26.

DOI：10.5688/ajpe81226

• pharmacy education
• interprofessional education
• reflective practice
• nominal group technique

Objective. To assess the development of knowledge, attitudes, and behaviors for collaborative practice among first-year pharmacy students following completion of interprofessional education.
Methods. A mixed-methods strategy was employed to detect student self- reported change in knowledge, attitudes, and behaviors. Validated survey tools were used to assess student perception and attitudes. The Nominal Group Technique (NGT) was used to capture student reflections and provide peer discussion on the individual IPE sessions.
Results. The validated survey tools did not detect any change in students' attitudes and perceptions. The NGT succeeded in providing a milieu for participating students to reflect on their IPE experiences. The peer review process allowed students to compare their initial perceptions and reactions and renew their reflections on the learning experience.
Conclusion. The NGT process has provided the opportunity to assess the student experience through the reflective process that was enriched via peer discussion. Students have demonstrated more positive attitudes and behaviors toward interprofessional working through IPE.

• 出版日期2017