Abstract
BackgroundThe aim of this study was to explore the perspectives of faculty members and academic administrators, at Qatar University College of Pharmacy, towards interprofessional education (IPE) and collaborative practice by identifying enablers, barriers and resources needed to implement IPE within the pharmacy curriculum.MethodsA qualitative methodology was employed using focus groups discussions. Two focus groups were conducted, one focus group with faculty members (n = 5) and another focus group with academic administrators (n = 5) at Qatar University College of Pharmacy. Focus groups were audio recorded and transcribed verbatim by an independent experienced transcriber and validated by the study principal researcher. Thematic analysis was undertaken to generate key themes and subthemes.ResultsThe study participants highlighted a number of enablers and challenges encountered as a result of the initial IPE events, for integrating IPE into the pharmacy curriculum. Many provided recommendations and suggestions for effective implementation of IPE. Analysis of the results focused on three main categories: enablers, barriers and recommendations. Overall, seven major themes were identified: 1) intrinsic enabling factors (initial IPE experiences, cross-appointed faculty, accreditation); 2) extrinsic enabling factors (national policy & legislation and advances in pharmacists’ role); 3) student related benefits (roles & responsibilities and agents for change); 4) student hindering factors (student engagement, perceptions & attitudes and gender issues); 5) partnering academic institutions (logistical issues, familiarity with other curricula and commitment); 6) practice environment (hierarchy, healthcare professionals’ attitude and lack of collaborative practice) and 7) IPE delivery (dedicated structure, IPE curriculum and extrinsic support).ConclusionPharmacy academics had positive perceptions towards IPE suggesting a high level of support and readiness to pursue IPE and an opportunity for pharmacy academics to drive the IPE agenda forward in Qatar. However, a number of challenges were reported. These are important to consider to ensure the development of effective strategies for the integration and enhancement of IPE and collaborative practice.
Highlights
The aim of this study was to explore the perspectives of faculty members and academic administrators, at Qatar University College of Pharmacy, towards interprofessional education (IPE) and collaborative practice by identifying enablers, barriers and resources needed to implement IPE within the pharmacy curriculum
The study findings indicated that pharmacy academics in the Middle East are ready to pursue IPE and willing to integrate it into their curricula [24]
The academic administrators (n = 5) who participated in the focus group included the Dean, Associate Dean for Academic Affairs, Associate Dean for Research and Graduate studies, Assistant Dean for Faculty and Student Affairs and the Director of the Doctor of Pharmacy program
Summary
The aim of this study was to explore the perspectives of faculty members and academic administrators, at Qatar University College of Pharmacy, towards interprofessional education (IPE) and collaborative practice by identifying enablers, barriers and resources needed to implement IPE within the pharmacy curriculum. Recognizing the importance and impact of successful interprofessional collaboration, the World Health Organization (WHO) published a seminal document titled ‘Framework for Action on Interprofessional Education and Collaborative Practice’ in 2010 [6]. In this framework, the WHO strongly advocated the development and integration of Interprofessional Education (IPE) into healthcare curricula. The WHO strongly advocated the development and integration of Interprofessional Education (IPE) into healthcare curricula They emphasized the importance of adapting team based collaborative models in different clinical settings to enhance the delivery of healthcare services. This report recognizes pharmacy as an essential profession within the interprofessional healthcare team, endorses IPE incorporation into pharmacy education and training, and promotes the importance of collaborative practice [7]
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