Multiple interprofessional education activities delivered longitudinally within a required clinical assessment course.
OBJECTIVE
To determine if the incorporation of multiple interprofessional educational (IPE) activities delivered as a longitudinal curriculum within a required clinical assessment course changed pharmacy students' perceptions regarding interprofessional collaboration.


DESIGN
Seventy-one third-year pharmacy students participated in Clinical Assessment, a required applications-based course with a laboratory component. Nine separate IPE activities were embedded into the course longitudinally over the semester using various active-learning strategies and simulated patients. The IPE activities required student participation from medical, nursing, and physician assistant students.


ASSESSMENT
Pharmacy students completed an 18-item validated survey instrument, the Interdisciplinary Education Perception Scale (IEPS), on the first (pre-survey) and last (post-survey) day of the course. After completing the course, scores improved on 16 of 18 survey items that measured pharmacy students' perceptions of interprofessional collaboration.


CONCLUSION
Incorporating multiple IPE activities longitudinally into a required clinical assessment course significantly changed pharmacy students' perceptions of interprofessional collaboration.
['Shrader|Sarah|S|', 'Griggs|Caroline|C|']
D003479:Curriculum D003625:Data Collection D004512:Education, Pharmacy D006126:Group Processes D006801:Humans D058025:Interdisciplinary Studies D007400:Interprofessional Relations D008137:Longitudinal Studies D013339:Students, Pharmacy
interprofessional clinical assessment perceptions