Jun 2026· American Journal of Pharmaceutical Education· Vol 90, pp.
102035
· 0 citations· 50 references
Medicine
TL;DR
Discipline-sensitive, community-based IPE strategies, reinforced shared goals, and role clarity are essential to strengthen collaboration among health professions students.
Abstract
Objective
This study aimed to: (1) assess how students from eight different educational backgrounds engage in and differ in collaborative practice, (2) examine structural relationships among key domains, including leadership, communication, shared goals, roles understanding, member relationships, conflict management, patient involvement, and (3) explore perceived enablers and challenges in collaborative learning.
Methods
A sequential explanatory mixed-methods design was used. Quantitative data were collected from 793 vocational students using the 7-factor, 48-item CPAT instrument. Assumptions tested included differences in IPE outcomes and the mediating role of shared goals, with a path analysis conducted to examine these relationships. Qualitative data from three open-ended questions were analyzed using content analysis to explore students' collaborative experiences. Ethical approval was obtained from the Faculty of Medicine of Hasanuddin University.
Results
The CPAT instrument was re-evaluated for contextual suitability, demonstrating good structural validity (CFI =.937, RMSEA =.054, SRMR =.032). Significant differences in IPE outcomes were found by educational background, while Nursing and Pharmacy were the top preferred collaboration partners, but not by program level or prior collaboration. Nursing students scored highest, especially in communication, decision-making, and collaboration, while Environmental Health students scored the lowest. Mediation analysis showed that shared goals and roles significantly mediated the effects of leadership and communication. Qualitative findings emphasized the impact of clinical exposure and structured learning, highlighting the need for clear roles, conflict management training, and community-based IPE.
Conclusion
Discipline-sensitive, community-based IPE strategies, reinforced shared goals, and role clarity are essential to strengthen collaboration among health professions students.
INTRODUCTION
This study explored clinical educators' perspectives on their supervision experiences, focusing on successes and challenges, including experiences working with allied health students who underperformed or failed practice placements.
METHOD
This study used a convergent mixed-methods design. Universities in Australia and New Zealand (n = 19) that deliver allied health programs (n = 14 professions) were invited to participate. An online questionnaire administered to allied health clinical educators collected quantitative and qualitative data. Quantitative data were analysed descriptively, and content analysis was used to analyse free-text responses. Occupational Adaptation Theory was applied as an interpretative framework.
RESULTS
Sixteen universities consented to participate. Data from 66 questionnaires representing clinical educators from 10 professions were compared and triangulated. Constructed themes described that positive placement experiences were shaped by clinical educators' embracing their supervisory roles, having strong professional connections and supportive workplaces. In contrast, negative placement experiences were associated with students lacking foundational skills, learning under pressure, or limited professional readiness.
DISCUSSION
Clinical educators reported being equipped to recognise overt student supports but underestimated the impact that environment and educational relationships had on students' capacity to adapt or seek assistance during situations of underperformance. Applying Occupational Adaptation Theory to support data interpretation highlighted that, in addition to supervisory training, mastering their roles and having actionable strategies to support learners in difficulty, requires adequate resourcing and recognition to ensure CEs are equipped to manage every element of student learning.
Amanda Wray, S. Attrill, L. Lewis· Medical Teacher· 0 citations
Introduction: Current health sciences education is increasingly focused on the transition from traditional didactic methods to innovative pedagogical frameworks. While the introduction of interprofessional education (IPE) initiatives in Malaysian teaching hospitals has demonstrated success in fostering students' collaborative competencies, the broad implementation of IPE remains uneven. This study aimed to delve into pharmacy students’ experiences, perceptions, and recommendations on an IPE implementation activity during clinical attachments. Methods: A descriptive qualitative study was conducted using in-depth, semi-structured online interviews with the final year pharmacy students from Kulliyyah of Pharmacy, IIUM. Purposive sampling was used to recruit students who joined an IPE activity between March and May in 2024. The data collected via a validated guide during the interviews were analysed thematically to identify key patterns and themes. Coding was performed by two researchers, with initial coding was further AI-enhanced. Results and discussion: Seven final-year pharmacy students accepted the invitation to share their experiences, emerging four distinct themes namely; 1) curricular design and structural challenges, 2) role clarity & interprofessional understanding, 3) impact on learning & competency and 4) personal barriers and educational support. Ward rounds and bedside teaching were highly valued, though challenges included scheduling conflicts, limited exposure and inadequate case preparation. Supportive instructors and collaborative peer interactions recognised as key factors facilitating the learning process. Conclusion: Pharmacy students highly valued IPE and highlighted that an early, structured, and longitudinal integration of IPE in the curriculum is necessary to enhance collaborative competencies and professional development.
Nurul Athirah Hasdan, Ahmed Osman Ahmed Mohamed Yehia Naguib, Nor Hidayah Mohd Taufek· The Journal of pharmacy· 0 citations
INTRODUCTION
Continuing professional development (CPD) about social processes and structures (eg, power relations, organizational policies) in health care has been minimally explored. This study examined the teaching of social practices and structures in the domains of interprofessional collaboration and quality improvement, and the education paradigms used, with particular attention to transformative education.
METHODS
This case study included three CPD cases at two university-affiliated Centres. Data collection included observations (n = 42.5 hours), interviews with program/Centre leads and guest presenters (n = 13), and documents. Paradigms of education informed the interpretive thematic analysis conducted.
RESULTS
A range of concepts related to social practices and structures were introduced across sessions (eg, systemic racism, unconscious bias). An examination of education purpose, role of teacher-learner, and teaching modalities, demonstrated that varied paradigms of education (eg, cognitivist, constructivist) were drawn on to teach these topics, with efforts toward transformative approaches. Programs were largely oriented to practical learning and application, with the teacher positioned as expert or learners being encouraged to interact with, and learn from each other. However, participants recognized additional education purposes aligned with a transformative paradigm, to question and shift learners' perspectives, making efforts to align teacher-learner roles and learning modalities. There were tensions, though, working across paradigms; session formats and learner/sponsor expectations influenced paradigms used.
DISCUSSION
Findings provide insights to how to incorporate content about social practices and structures into interprofessional collaboration and quality improvement CPD. Given the multiple and sometimes competing education goals, positioning paradigms of education as coexisting layers may be more effective than viewing them as mutually exclusive.
Joanne Goldman, Farah Friesen, Tara A Burra et al.· Journal of Continuing Educat...· 0 citations
Background/Objectives: We conducted a virtual exchange program (VEP) to facilitate discussions on the Sustainable Development Goals (SDGs) among nursing students in Belgium, Indonesia, Japan, and Thailand and to assess the improvements in international competencies. Methods: In this quasi-experimental study with a pre- and post-test design, students who voluntarily participated in the VEP were compared with a matched group of non-participants. International competencies were assessed using the STRENCO (Strengthening multi-professional competencies in mental health) Competency Assessment Tool, a self-assessment tool. Hence, this analysis is based on self-reported data, which were analyzed using a linear mixed-effects model. Results: The analysis included 29 and 34 students in the intervention and control groups, respectively. A significant interaction effect between group and time was observed for intercultural competence (p = 0.004, 95% confidence interval (CI): [0.18, 0.87]), personal growth (p = 0.013, 95%CI: [0.10, 0.79]), and digital competence (p = 0.020, 95%CI: [0.09, 1.05]). In contrast, the interaction was not significant for language skills (p = 0.168, 95%CI: [−0.10, 0.58]), global engagement (p = 0.716, 95%CI: [−0.28, 0.40]), and international discipline learning (p = 0.058, 95%CI: [−0.02, 0.87]). Conclusions: This SDG-focused VEP involving nursing students from four countries across Europe and Asia provided a structured approach to international exchange education and may have enhanced intercultural competence, personal growth, and digital competence as components of international competencies. This study is expected to explore future VEP-based practices and international exchanges.
Tomomi Suda, Piyaorn Wajanatinapart, Ni Luh Putu Dewi Puspawati et al.· Nursing Reports· 0 citations
Purpose: Interprofessional learning (IPL) is increasingly recognised as essential for preparing students for collaborative clinical practice. Despite this, opportunities for joint learning remain limited in Australia. This study aimed to evaluate the impact of a single simulation-based IPL intervention on students’ perceptions of roles, communication and teamwork.
Design: Medical and nursing students participated in an IPL program combining joint teaching with high-fidelity simulation. A pre- and post-intervention questionnaire, informed by validated IPL assessment tools and analysed using Mann–Whitney U tests, evaluated changes in perceptions and self-reported confidence.
Findings: Seventy-one students participated (63.4% medical; 36.6% nursing). Post-simulation scores were significantly increased for eight of the nine items assessed: perceived importance of IPL, understanding of roles, comfort communicating, confidence speaking up, confidence clarifying patient management, understanding of communication styles (all p ≤ 0.001; effect size r = 0.31–0.69), and perceived importance of role delegation (p = 0.001; r = 0.30). Perceptions that clear interprofessional communication benefits patient care remained high (p = 0.169). All participants endorsed IPL to peers and reported high enjoyment of the experience.
Research implications: These findings contribute to the growing evidence base supporting simulation-based IPL as a valuable educational intervention. Further research should explore longitudinal outcomes, behavioural change in clinical settings, and scalability across healthcare disciplines.
Value and limitations: This study demonstrates that a single, well-designed interprofessional simulation session can yield meaningful educational benefits, with potential downstream benefits for patient safety in critical-care environments. Limitations include a single institutional context and absence of long-term follow-up.
Keywords: interprofessional learning, simulation-based education, collaborative practice, patient safety, clinical education, workforce training
Niall Brown, Samuel Wilson, Mathieu Figeys et al.· Health Education in Practice...· 0 citations
The CoLearn Framework offers an explanatory model for designing reflective, relational, and situated faculty development and was associated with participants' self-perceived gains in selected dimensions of cultural competence, particularly cultural understanding and communication strategy adjustment.
Sisi Li, Xunchen Liao, Xi Chen et al.· BMC Medical Education· 0 citations