Objectives: To determine the impact of authentic clinical tasks on student confidence in interprofessional communication and assess the perceptions of pharmacists and pharmacy undergraduate students on how their degree prepares them to communicate and integrate with other healthcare professionals.
Methods: Pharmacists completed a questionnaire regarding how their degree prepared them to communicate with other healthcare professionals. Third- and fourth-year pharmacy undergraduate students completed a modified questionnaire with questions relating to interprofessional learning and their experiences of reflective interprofessional communication tasks whilst on hospital placement. The questionnaires produced a combination of qualitative and quantitative data.
Key findings: Pharmacists (n = 36) and pharmacy students (n = 186) were in agreement that interprofessional training is important for undergraduate pharmacy students. Over 80% of student respondents viewed the interprofessional communication skills task as a useful method to develop communication skills with an increase in confidence following completion of the task. A variety of methods ranging from classroom- to practical-based sessions may be used to develop communication skills and professional socialism.
Conclusions: Interprofessional learning has an important role for all working within the multidisciplinary healthcare team and contributes to the development of collaborative working relationships. It should be introduced and reinforced throughout undergraduate studies and continued in the workplace.
|Number of pages||9|
|Journal||International Journal of Pharmacy Practice|
|Early online date||10 Dec 2018|
|Publication status||Published - Jun 2019|
Bibliographical noteFunding Information:
This research received no specific grant from any funding agency in the public, commercial or not-for-profit sectors. The authors would like to thank the pharmacy students at QUB and hospital staff from the Northern Health and Social Care Trust for completing the questionnaire, the Teacher Practitioner Team and all the pharmacy staff who assisted students with their clinical placements. The School of Pharmacy Ethics Committee QUB granted ethical approval in March 2015. This research received no specific grant from any funding agency in the public, commercial or not-for-profit sectors. There are no conflict of interests to disclose. All authors contributed equally to the manuscript.
© 2018 Royal Pharmaceutical Society
- clinical teaching
- healthcare professionals
- pharmacy students
ASJC Scopus subject areas
- Pharmaceutical Science
- Health Policy
- Public Health, Environmental and Occupational Health