Interprofessional Education Initiatives Research Articles

The Community Primary Care Champions Fellowship: a mixed methods evaluation of an interprofessional fellowship for physician assistants and physicians

BackgroundPrimary care in the US faces challenges with clinician recruitment, retention, and burnout, with further workforce shortages predicted in the next decade. Team-based care can be protective against clinician burnout, and opportunities for interprofessional education (IPE) on professional development and leadership could encourage primary care transformation. Despite an increasingly important role in the primary care workforce, IPE initiatives training physician assistants (PAs) alongside physicians are rare. We describe the design, curriculum, and outcomes from an interprofessional primary care transformation fellowship for community-based primary care physicians and PAs.MethodsThe Community Primary Care Champions (CPCC) Fellowship was a one-year, part-time fellowship which trained nine PAs, fourteen physicians, and a behavioralist with at least two years of post-graduate clinical experience in six content pillars: quality improvement (QI), wellness and burnout, mental health, social determinants of health, medical education, and substance use disorders. The fellowship included a recurring schedule of monthly activities in self-study, lectures, mentoring, and community expert evening discussions. Evaluation of the fellowship included pre, post, and one-year follow-up self-assessments of knowledge, attitudes, and confidence in the six content areas, pre- and post- wellness surveys, lecture and discussion evaluations, and midpoint and exit focus groups.ResultsFellows showed significant improvement in 24 of 28 self-assessment items across all content areas post-fellowship, and in 16 of 18 items one-year post-fellowship. They demonstrated reductions in emotional exhaustion and depersonalization post-fellowship and increased confidence in working in interprofessional teams post-fellowship which persisted on one-year follow-up assessments. All fellows completed QI projects and four presented their work at national conferences. Focus group data showed that fellows experienced collaborative, meaningful professional development that was relevant to their clinical work. They appreciated the flexible format and inclusion of interprofessional community experts in evening discussions.ConclusionsThe CPCC fellowship fostered an interprofessional community of practice that provided an effective IPE experience for physicians and PAs. The learning activities, and particularly the community expert discussions, allowed for a flexible, relevant experience, resulting in personal and professional growth along with increased confidence working within interprofessional teams.

Interprofessional education for the next 50 years

Over the past two decades, there have been important changes to interprofessional education in Australia and New Zealand. Interprofessional education has slowly shifted from peripheral, small-scale education activities attended by volunteer students to become an expectation of many health professional courses to meet accreditation requirements and community expectations of a collaborative healthcare system. In Australia, interprofessional education curricula have been facilitated by increased accreditation expectations and a series of national large-scale funded projects. However, despite declarations of intent and direction, strategic implementation of nationwide recommendations has not been achieved. In New Zealand, large-scale funding has not been available to facilitate the implementation of interprofessional education in the professional courses. Instead, interprofessional education initiatives have been driven by a small group of champions. Furthermore, efforts to achieve the World Health Organization’s (2010) vision of interprofessional education across the education spectrum—to ensure the future and current health workforce have the competencies for interprofessional collaboration—have been hampered in our region by the focus on interprofessional education within tertiary education. This paper outlines the transnational status of interprofessional education and the role of the Australian and New Zealand Association for Health Professional Educators (ANZAHPE) and the Australasian Interprofessional Practice and Education Network (AIPPEN) in progress to date. We conclude with several suggestions for future interprofessional education across our two countries.

Insights of undergraduate health sciences students about a French interprofessional training initiative

Background Incorporating interprofessional collaboration within healthcare is critical to delivery of patient-centered care. Interprofessional Education (IPE) programs are key to promoting such collaboration. The ‘Public Health Service' (PHS) in France is a mandatory IPE initiative that embodies this collaborative spirit, bringing together students from varied health undergraduate training programs—nursing, physiotherapy, pharmacy, midwifery, and medicine— in a common training program focused on primary prevention. The aim of the study was to assess the experience and attitudes of students in the five health training programs regarding the interest of IPEs in the PHS.MethodsA cross-sectional survey was administered to 823 students from the 2022–2023 cohort at a French university. The questionnaire was designed with 12 Likert-scale questions specifically created to evaluate the students' experiences, knowledge, and attitudes focused on IPE during the practical seminars, school interventions, and the overall PHS. Additionally, an open-ended question was utilized to gather qualitative data. Statistical analyses assessed satisfaction levels across undergraduate training programs, while thematic analysis was applied to the qualitative responses.ResultsWithin the surveyed cohort, 344 students responded to the survey. The findings showed that students were satisfied with the interprofessional collaboration, both in practical teaching sessions (75% satisfaction) and in primary prevention projects conducted in schools (70% satisfaction), despite their having faced challenges with coordination. Pharmacy students, in particular, highlighted the need for adjustments in program scheduling. The qualitative feedback underscored the positive value of IPE, notwithstanding the organizational difficulties stemming from different academic timetables.ConclusionThe student feedback indicated a high level of satisfaction with the interprofessional work carried out in both the practical teaching and the primary prevention projects. To further enhance the educational impact and address the scheduling complexities, it is recommended that program refinements be made based on student feedback and pedagogical best practices.

Exploring experiential learning within interprofessional practice education initiatives for pre-licensure healthcare students: a scoping review

BackgroundInterprofessional collaborative team-based approaches to care in health service delivery has been identified as important to health care reform around the world. Many academic institutions have integrated interprofessional education (IPE) into curricula for pre-licensure students in healthcare disciplines, but few provide formal initiatives for interprofessional practice (IPP). It is recognized that experiential learning (EL) can play a significant role supporting IPP education initiatives; however, little is known of how EL is used within education for IPP in healthcare settings.MethodsWe conducted a scoping review to map peer-reviewed literature describing IPP education initiatives involving EL for pre-licensure students in healthcare disciplines. A literature search was executed in MEDLINE, CINAHL, EMBASE, ERIC, PsycINFO, Scopus, and Social Services s. After deduplication, two independent reviewers screened titles and abstracts of 5664 records and then 252 full-text articles that yielded 100 articles for data extraction. Data was extracted using an Excel template, and results synthesized for presentation in narrative and tabular formats.ResultsThe 100 included articles represented 12 countries and IPP education initiatives were described in three main typologies of literature – primary research, program descriptions, and program evaluations. Forty-three articles used a theory, framework, or model for design of their initiatives with only eight specific to EL. A variety of teaching and learning strategies were employed, such as small interprofessional groups of students, team huddles, direct provision of care, and reflective activities, but few initiatives utilized a full EL cycle. A range of perspectives and outcomes were evaluated such as student learning outcomes, including competencies associated with IPP, impacts and perceptions of the IPP initiatives, and others such as client satisfaction.ConclusionFew educational frameworks specific to EL have been used to inform EL teaching and learning strategies to consolidate IPE learning and prepare students for IPP in healthcare settings. Further development and evaluation of existing EL frameworks and models would be beneficial in supporting robust IPP educational initiatives for students in healthcare disciplines. Intentional, thoughtful, and comprehensive use of EL informed by theory can contribute important advances in IPP educational approaches and the preparation of a future health care workforce.

Situating Interprofessional Education Curriculum within a Theoretical Framework for Productive Engaged Learning: Integrating Epistemology, Theory, and Competencies

Interprofessional education (IPE) has a longstanding presence in the health and social care (HASC) professions, by which its sustainable implementation in HASC professional education has the potential to effectively prepare HASC professional students for interprofessional collaborative practice (IPCP). Implementation of IPE has increased over the last two decades with the emergence of a curriculum guided by constructivist epistemology and learning theories that emphasize demonstrating competence in practice. Nonetheless, since IPE first emerged in the early 1960s, most IPE initiatives have been sporadic and lacked guidance through theoretical underpinnings. This conceptual article first discusses why it is important to have theory drive HASC professional education. Next, it explores what is meant by curriculum, followed by a discussion on the importance of curriculum theory to HASC professional education processes. This article then illustrates the learning theories arising from behaviourist and constructivist epistemologies that inform curriculum theory in the HASC professions, with particular emphasis on how constructivist learning theories inform IPE. Lastly, the article proposes a theoretical framework for productive engaged learning through which IPE opportunities may be grounded, leading to student proficiency in interprofessional professional competencies (knowledge, skills, and dispositions), establishment of professional communities of practice, and eventual improvement of patient/client-oriented outcomes.

Learning assessment in interprofessional education (Web of Science).

Abstract Background: Interprofessional Education (IPE) is defined as situations in which professionals or students from two or more different programs learn from, about, and with each other. The aim is to enhance collaboration and the quality of health services. In developing IPE, it is important to use active methodologies, perceiving students as active protagonists in knowledge construction. When considering innovative teaching perspectives, it is essential to discuss learning assessment. Every educational program should have two forms of assessment: program evaluation and student assessment of knowledge, skills, and/or attitudes acquired through the educational program. One critical aspect of assessing learning in IPE is the pedagogical approach declared by the educational program. Methods: Integrative Literature Review (RIL) is an analysis methodology that systematically finds and assesses scientific investigations available on the investigated topic. RIL involves six steps: (I) - Choosing the research question; (2) - Defining inclusion and exclusion criteria for the study; (III) - Collecting data or characterizing the literature search; (IV) - Rigorously assessing studies; (V) - Explaining and analyzing the found studies; and (VI) - Presenting and interpreting results clearly. The research question for this review was developed using the Population, Interest, and Context inclusion strategy. Discussion: This protocol outlines the review method that will describe pedagogical approaches used in assessing learning in IPE initiatives, providing guidance and key information on learning assessment for educators, researchers, and policymakers.

Learning assessment in interprofessional education (MEDLINE).

Abstract Background: Interprofessional Education (IPE) is defined as situations in which professionals or students from two or more different programs learn from, about, and with each other. The aim is to enhance collaboration and the quality of health services. In developing IPE, it is important to use active methodologies, perceiving students as active protagonists in knowledge construction. When considering innovative teaching perspectives, it is essential to discuss learning assessment. Every educational program should have two forms of assessment: program evaluation and student assessment of knowledge, skills, and/or attitudes acquired through the educational program. One critical aspect of assessing learning in IPE is the pedagogical approach declared by the educational program. Methods: Integrative Literature Review (RIL) is an analysis methodology that systematically finds and assesses scientific investigations available on the investigated topic. RIL involves six steps: (I) - Choosing the research question; (2) - Defining inclusion and exclusion criteria for the study; (III) - Collecting data or characterizing the literature search; (IV) - Rigorously assessing studies; (V) - Explaining and analyzing the found studies; and (VI) - Presenting and interpreting results clearly. The research question for this review was developed using the Population, Interest, and Context inclusion strategy. Discussion: This protocol outlines the review method that will describe pedagogical approaches used in assessing learning in IPE initiatives, providing guidance and key information on learning assessment for educators, researchers, and policymakers.

Learning assessment in interprofessional education (CINAHL).

Abstract Background: Interprofessional Education (IPE) is defined as situations in which professionals or students from two or more different programs learn from, about, and with each other. The aim is to enhance collaboration and the quality of health services. In developing IPE, it is important to use active methodologies, perceiving students as active protagonists in knowledge construction. When considering innovative teaching perspectives, it is essential to discuss learning assessment. Every educational program should have two forms of assessment: program evaluation and student assessment of knowledge, skills, and/or attitudes acquired through the educational program. One critical aspect of assessing learning in IPE is the pedagogical approach declared by the educational program. Methods: Integrative Literature Review (RIL) is an analysis methodology that systematically finds and assesses scientific investigations available on the investigated topic. RIL involves six steps: (I) - Choosing the research question; (2) - Defining inclusion and exclusion criteria for the study; (III) - Collecting data or characterizing the literature search; (IV) - Rigorously assessing studies; (V) - Explaining and analyzing the found studies; and (VI) - Presenting and interpreting results clearly. The research question for this review was developed using the Population, Interest, and Context inclusion strategy. Discussion: This protocol outlines the review method that will describe pedagogical approaches used in assessing learning in IPE initiatives, providing guidance and key information on learning assessment for educators, researchers, and policymakers.

Learning assessment in interprofessional education (LILACS).

Abstract Background: Interprofessional Education (IPE) is defined as situations in which professionals or students from two or more different programs learn from, about, and with each other. The aim is to enhance collaboration and the quality of health services. In developing IPE, it is important to use active methodologies, perceiving students as active protagonists in knowledge construction. When considering innovative teaching perspectives, it is essential to discuss learning assessment. Every educational program should have two forms of assessment: program evaluation and student assessment of knowledge, skills, and/or attitudes acquired through the educational program. One critical aspect of assessing learning in IPE is the pedagogical approach declared by the educational program. Methods: Integrative Literature Review (RIL) is an analysis methodology that systematically finds and assesses scientific investigations available on the investigated topic. RIL involves six steps: (I) - Choosing the research question; (2) - Defining inclusion and exclusion criteria for the study; (III) - Collecting data or characterizing the literature search; (IV) - Rigorously assessing studies; (V) - Explaining and analyzing the found studies; and (VI) - Presenting and interpreting results clearly. The research question for this review was developed using the Population, Interest, and Context inclusion strategy. Discussion: This protocol outlines the review method that will describe pedagogical approaches used in assessing learning in IPE initiatives, providing guidance and key information on learning assessment for educators, researchers, and policymakers.

Learning assessment in interprofessional education (SciELO).

Abstract Background: Interprofessional Education (IPE) is defined as situations in which professionals or students from two or more different programs learn from, about, and with each other. The aim is to enhance collaboration and the quality of health services. In developing IPE, it is important to use active methodologies, perceiving students as active protagonists in knowledge construction. When considering innovative teaching perspectives, it is essential to discuss learning assessment. Every educational program should have two forms of assessment: program evaluation and student assessment of knowledge, skills, and/or attitudes acquired through the educational program. One critical aspect of assessing learning in IPE is the pedagogical approach declared by the educational program. Methods: Integrative Literature Review (RIL) is an analysis methodology that systematically finds and assesses scientific investigations available on the investigated topic. RIL involves six steps: (I) - Choosing the research question; (2) - Defining inclusion and exclusion criteria for the study; (III) - Collecting data or characterizing the literature search; (IV) - Rigorously assessing studies; (V) - Explaining and analyzing the found studies; and (VI) - Presenting and interpreting results clearly. The research question for this review was developed using the Population, Interest, and Context inclusion strategy. Discussion: This protocol outlines the review method that will describe pedagogical approaches used in assessing learning in IPE initiatives, providing guidance and key information on learning assessment for educators, researchers, and policymakers.

Learning assessment in interprofessional education (ERIC).

Abstract Background: Interprofessional Education (IPE) is defined as situations in which professionals or students from two or more different programs learn from, about, and with each other. The aim is to enhance collaboration and the quality of health services. In developing IPE, it is important to use active methodologies, perceiving students as active protagonists in knowledge construction. When considering innovative teaching perspectives, it is essential to discuss learning assessment. Every educational program should have two forms of assessment: program evaluation and student assessment of knowledge, skills, and/or attitudes acquired through the educational program. One critical aspect of assessing learning in IPE is the pedagogical approach declared by the educational program. Methods: Integrative Literature Review (RIL) is an analysis methodology that systematically finds and assesses scientific investigations available on the investigated topic. RIL involves six steps: (I) - Choosing the research question; (2) - Defining inclusion and exclusion criteria for the study; (III) - Collecting data or characterizing the literature search; (IV) - Rigorously assessing studies; (V) - Explaining and analyzing the found studies; and (VI) - Presenting and interpreting results clearly. The research question for this review was developed using the Population, Interest, and Context inclusion strategy. Discussion: This protocol outlines the review method that will describe pedagogical approaches used in assessing learning in IPE initiatives, providing guidance and key information on learning assessment for educators, researchers, and policymakers.

Learning assessment in interprofessional education (Scopus).

Abstract Background: Interprofessional Education (IPE) is defined as situations in which professionals or students from two or more different programs learn from, about, and with each other. The aim is to enhance collaboration and the quality of health services. In developing IPE, it is important to use active methodologies, perceiving students as active protagonists in knowledge construction. When considering innovative teaching perspectives, it is essential to discuss learning assessment. Every educational program should have two forms of assessment: program evaluation and student assessment of knowledge, skills, and/or attitudes acquired through the educational program. One critical aspect of assessing learning in IPE is the pedagogical approach declared by the educational program. Methods: Integrative Literature Review (RIL) is an analysis methodology that systematically finds and assesses scientific investigations available on the investigated topic. RIL involves six steps: (I) - Choosing the research question; (2) - Defining inclusion and exclusion criteria for the study; (III) - Collecting data or characterizing the literature search; (IV) - Rigorously assessing studies; (V) - Explaining and analyzing the found studies; and (VI) - Presenting and interpreting results clearly. The research question for this review was developed using the Population, Interest, and Context inclusion strategy. Discussion: This protocol outlines the review method that will describe pedagogical approaches used in assessing learning in IPE initiatives, providing guidance and key information on learning assessment for educators, researchers, and policymakers.

Students’ meaning-making processes in an IPE programme with students from education-, health-, and social care programmes. A qualitative study

Interprofessional collaboration (IPC) is increasingly being recognised as an important mechanism to improve the quality of services offered to children. This study imparts results from an investigation of undergraduate students’ participation in an interprofessional education (IPE) programme focusing on working with children (0–18). The programme participants include students across the disciplines of education, health, and social care. In the study the students’ accounts of group processes by which they negotiated their positions and the relevance of their emerging professional knowledge in interprofessional student groups are explored. The more overarching aim is to contribute to a knowledge base serving the development of broad IPE initiatives. Qualitative interviews were conducted with students (n = 15) to explore their experiences participating in the programme. Positioning theory was used as an analytical framework. The results indicate that the students’ joint constructions of the aim of the learning activity were vital for their joint meaning-making in the interprofessional learning (IPL) groups and for processes of positioning. In addition, students’ participation in the IPL groups was closely linked to their approach to negotiations of relevance. The pedagogical implications of these results are discussed.

Social work involvement on student interprofessional teams: a qualitative investigation

ABSTRACT Social workers on interprofessional teams help highlight the mental health aspects of wellness and alert teams to potential social barriers to care. Social work students have been valued in new interprofessional education (IPE) initiatives across the United States; however, researchers have shown that social work practitioners often feel outside of and not valued by interprofessional teams. Social work student reflections were analyzed as research data to explore experiences on student IPE teams. This was an inductive, qualitative study informed by literary analysis methods, reading for power dynamics and implicit bias. This analysis uncovered social work students holding on to stereotypes of other professions as well as detrimental stereotypes of their own profession. Displays of respect for social work and early opportunities for successful advocacy allowed social work students to feel confident in their role and encouraged participation. This study considers how social work participation can be encouraged on interprofessional student teams.

Escaping the Silos: Utilization of a Pediatric Trauma Escape Room to Promote Interprofessional Education and Collaboration.

Millions of children are treated annually for trauma-related injuries but comprise a smaller proportion of emergency department visits than adults. As a result, emergency department teams may not have the knowledge, skills, and confidence to care for pediatric patients, and specialty teams may not interact enough as an interprofessional team to provide high-quality patient care. The purpose of this project is to describe a novel interprofessional simulation-based education initiative to assist pediatric trauma team readiness. An escape room was designed to provide an interactive educational environment focused on pediatric trauma education. Using an interprofessional dyad of a trauma nursing specialist and a pediatric nursing expert, the escape room was designed as a series of clues to improve pediatric skills and interprofessional collaboration between specialty teams. The escape room training was conducted (from February to March, 2023) in a large Southeastern U.S. Level II adult trauma center. Twenty-one registered nurses from different specialty teams participated in the simulation exercises with overwhelmingly positive feedback. Colleagues reported this was a unique way to deliver education that resulted in innovative team building and enriched collegiality between the specialty teams. The escape room educational format was positively received, and future events are planned across disciplines and various topics. Trauma centers with lower pediatric volumes seeking to provide engaging team-based education may use this format as a unique and innovative way to develop teams for clinical success.

Virtual interprofessional (VIP) education, a family medicine-occupational therapy-physiotherapy collaborative experience: the perspectives of patients, learners and providers on the opportunities and challenges

ABSTRACT This study examined the experiences of patients, Occupational Therapy (OT), Physiotherapy (PT) and Medicine learners, Providers, and Faculty, in implementing a Virtual Interprofessional (VIP) education initiative in two academic Family Medicine (FM) collaborative clinics. A qualitative descriptive study drew on a strength-based approach as part of the evaluation of the interfaculty VIP initiative. Participants involved in VIP care were conveniently sampled. Interviews were conducted with four patients, and focus groups were held with a total of 16 providers, preceptors and learners in OT, PT and FM. Data were analyzed using content analysis and managed using NVivo12. Four main categories emerged: 1) Challenges in implementing VIP care in FM; 2) Operational challenges, 3) Facilitators of VIP care in FM; and 4) Experiential learning outcomes and benefits of VIP care. This innovation supported knowledge and insights on interprofessional competencies acquired during practice, provided inclusive and comprehensive access to care for patients, and identified opportunities to enhance medical, OT and PT education in VIP care in FM. A collaborative approach with faculty from different disciplines (FM, School of Health Professions: OT and PT) can provide ongoing opportunities for VIP care for patients, and foster IP learning and acquisition of competencies for FM, OT and PT learners and providers.

Development of an Interprofessional Competency Course Across Multiple Health Professions

Context Although interprofessional education (IPE) is not a new concept in health profession programs, the integration of this collaborative approach into athletic training education is still relatively new. Interprofessional education learning experiences can be embedded in a current course, presented in a stand-alone course, or integrated into service learning, simulation, or clinical education. Regardless of implementation strategy, IPE learning experiences should be adapted to each institution in response to program needs and resources available. Objective To describe the development of an IP course that includes 10 health profession programs. Background Although athletic training programs are required to implement IP collaborative practices, some institutions may experience challenges in developing strategies to meet this goal. Opportunities to engage in IPE initiatives may be present within your own college, institution, and community. Description We will describe the implementation of an IP course that included 10 health profession programs. The paper will outline the course design, course delivery, outcomes/data, and lessons learned along the way to support the continued advancement of IPE in athletic training programs. This course, through revisions, also included foundational understanding for concepts of cultural humility and the competence continuum along with strategies for respectful and effective team building in a diverse and IP environment. Clinical Advantage(s) Through this course, athletic training students are able to interact and collaborate with students from varied health profession programs, which leads to an increased level of rapport among students as well as discussions and integration of diversity, equity, and inclusion. The course also provides athletic training students with opportunities to educate future health professionals about athletic training. Conclusion(s) When contemplating implementing an IPE course, administrators should consider other health programming and students in their respective colleges, campuses, and communities. Other considerations for successful course development include administrative support and buy-in.

Interprofessional Education in a Psychiatry Clerkship.

The purpose of this initiative was to encourage medical students to develop collaborative relationships with healthcare team members during a required psychiatry clerkship and reflect upon their demonstration of interprofessional competencies. During the clerkship, third year medical students were required to complete two interprofessional activities (from a menu of 18 potential options) in conjunction with nurses, therapists, care coordinators, behavioral health specialists, peer specialists, unit secretaries, or unit managers during care of mutual patients. After completing these activities, students completed a reflection in which they self-reported how they had accomplished specific interprofessional competencies (quantitative and qualitative); the healthcare team members with whom the students collaborated also completed a corresponding reflection (quantitative) of students' interprofessional competence, based upon their interactions. Quantitative feedback from students and staff was paired to look for correlations. Paired responses produced a dataset that included 67 students' self-reflections and 110 feedback submissions from staff. Overall, there was much similarity between students' self-assessment ratings and ratings provided by staff members. Qualitative analysis of students' written feedback indicated they took initiative to take on new roles to support the care team and intentionally sought out healthcare teammates to learn about their roles and to better care for patients. Reflections highlight examples of student advocacy and empathy for patients they served. Results demonstrate that clerkship-based interprofessional education initiatives, designed with intentionality, promote interprofessional collaborative practices and prepare medical students for achieving residency milestones related to interprofessional collaboration.

A longitudinal, narrative case-study of interprofessional socialization among pharmacy students

IntroductionDespite growing evidence that interprofessional education (IPE) develops students' attitudes and competencies towards collaboration, there is a lack of theoretical, longitudinal research to inform the development of IPE initiatives. The purpose of this study was to examine pharmacy student interprofessional identity development during early professional and interprofessional socialization experiences in the pharmacy curriculum and at early entry into pharmacy practice. MethodsThis longitudinal, narrative case study used one-on-one, semi-structured interviews conducted at four time points; pre-entry, end of first term, end of first year, and two years post-graduation. Data were analyzed by narrative analysis. ResultsThree participants completed interviews at all four time points. Narratives revealed that participants focused on understanding the roles of pharmacists and other health professionals during early pharmacy curriculum and IPE experiences. Expansion of profession-specific role understanding and confronting pre-existing views or stereotypes were an emphasis early in the curriculum. Participants most valued IPE opportunities that allowed them to enact their own role while working with others in authentic case-based, simulated, or experiential experiences that enabled the development of professional relationships. Interprofessional identity development early upon entry into pharmacy practice varied based on the practice setting context and the ability to form relationships with other health care providers. ConclusionsThis study provides a preliminary exploration into the process of early interprofessional socialization for pharmacy students. Understanding the process of interprofessional identity development may affirm or enhance understanding of IPE curricula; further exploration in pharmacy curricula and practice is warranted.

Interprofessional Education Opportunities and Challenges for Public Health Students

Interprofessional education (IPE) in communities is often underrepresented in IPE initiatives, while, in practice, the need for collaboration is high enough. Interprofessional collaborative practice is challenging, especially for public health workers because some health professional education is unprofessional. Therefore, this brief review aims to comprehensively discuss the opportunities and challenges of public health students to perform interprofessional education. Study Review and data collection had been carried out within 2015-2020. Based on our review, IPE has a positive impact on students. Many students showed positive attitudes after participating in the Interprofessional Education session. Additionally, IPE is applicable for identifying benefits, challenges, and areas for modification when implementing and developing competencies. Managing interprofessional work team training is a major challenge. The approach to overcome these challenges can be realized by public health students by applying the basic skills and soft skills of public health workers, including a graphical model of public health. The model has four main tools, and particularly in the behavioral and social sciences, and health administration and policy will be a force to overcome the barriers to implementing IPE in the community. The results of the evaluation provide insight into the experiences of students, staff, facilitators, and their self-perception of competency development. Public health students perceive positively and believe that IPE can improve communication skills, collaboration, self-efficacy, readiness for interprofessional learning, and appreciation of professional roles. However, there is still a need for training modifications and expanding student roles that can improve understanding of primary health concepts and appreciation of interprofessional collaboration. This will increase students' potential to become effective healthcare providers.