Assessment of pharmacy students’ knowledge of health care models: Before and after interprofessional education

Abstract

A faculty pharmacist from the University of Missouri at Kansas City collaborated with an adjunct professor of Social Welfare at the University of Kansas to engage 21 third-year pharmacy students on an Introductory Pharmacy Practice Experience (IPPE) rotation at a Patient-Centered Medical Home (PCMH) ambulatory care clinic in interprofessional education. The learning session consisted of a PowerPoint presentation, patient care scenarios, and group discussions. The aim was to assess the pharmacy students’ knowledge of various health care models, reiterate principles of the medical pathology model, introduce a complementary patient care approach utilized in social work known as the strengths perspective, and facilitate application of concepts to patient care scenarios. Pre- and post-learning session questionnaires, group discussions, and student reflections were utilized to assess students’ knowledge of various health care models and perceived applicability to clinical practice. The questionnaires revealed that even though students have been exposed to various health care models through didactic coursework and experiential rotations, they may not be able to define or associate health care models with patient care experiences. Although the strengths perspective model was a new education concept, the students were able to identify the benefits, types of patient strengths that should be evaluated through assessments, and practice implications for using the model. Additionally, students reflected upon ways to integrate the strengths perspective approach into future patient interactions, identified barriers for integrating the model into their workplace and future rotations, and provided examples of patient interactions in which the strengths perspective would be a useful tool.