Overcoming barriers and harnessing facilitators in the implementation of interprofessional education in pharmacy: insights and future directions

Abstract

Abstract Introduction Interprofessional education (IPE) is increasingly recognized as vital for preparing pharmacy students for the collaborative demands of healthcare. Effective integration of IPE into pharmacy curricula not only aligns with educational standards but also equips students with essential skills for collaborative practice. However, the practical challenges and facilitators influencing the success of these initiatives remain underexplored. This systematic review aims to fill this gap by examining the real-world challenges and enablers encountered during the implementation of IPE within pharmacy education, drawing insights from existing literature and case studies. Aim This study seeks to identify key barriers and facilitators in the implementation of IPE among pharmacy educators and to propose strategies that can enhance the effectiveness and sustainability of IPE in pharmacy curricula. Methods This review was registered with PROSPERO (CRD42021244892) and included peer-reviewed articles published after September 2015 that discuss IPE implementation in pharmacy education. Relevant databases such as MEDLINE, CINAHL, PsycINFO, and Web of Science were meticulously searched in March 2021. The Kirkpatrick’s Evaluation Model (KEM) was utilized to assess the impact levels of IPE activities, focusing particularly on the qualitative aspects of implementation challenges and facilitators. Data extraction was performed, and the methodological quality of the studies was critically appraised using the Mixed Methods Appraisal Tool (MMAT). The research was approved by The University of Lincoln Ethics Approval System (LEAS), Research Ethics Committee on 15/02/2021 (Ref: 2021_5301). Results Fourteen studies met the inclusion criteria, showcasing a range of outcomes from successful to challenging implementations. The analysis identified several facilitators that contributed to successful IPE, including strong institutional support, active faculty engagement, and alignment of IPE activities with core curricular goals. Effective communication and ongoing professional development were also highlighted as critical. Conversely, significant barriers included logistical constraints, such as scheduling conflicts and resource limitations, resistance from faculty accustomed to traditional teaching methods, and a lack of standardized assessment tools to measure long-term outcomes of IPE initiatives. Discussion/Conclusion The findings underscore the complexity of implementing IPE in pharmacy education, pointing to the need for comprehensive strategies that address both pedagogical and logistical challenges. It is imperative that future IPE initiatives consider these factors to enhance the integration and sustainability of interprofessional collaboration in pharmacy training programs. Understanding the dynamics of implementing IPE within pharmacy curricula is crucial for fostering effective educational practices. This review not only sheds light on the current landscape of IPE implementation but also serves as a foundation for developing actionable strategies to overcome barriers and leverage facilitators. Future research should focus on longitudinal studies and innovative pedagogical models to bridge the gap between theoretical frameworks and practical execution, ensuring that pharmacy education remains responsive to the evolving needs of the healthcare sector. Reference 1. El Nsouli, Dayana, et al. “The application of Kirkpatrick’s evaluation model in the assessment of interprofessional simulation activities involving Pharmacy Students: A Systematic Review.” American Journal of Pharmaceutical Education, vol. 87, no. 8, Aug. 2023, https://doi.org/10.1016/j.ajpe.2023.02.003.