(60) Expanding Interprofessional Education Opportunities for Pharmacy and Medical Students to Three Years in the Programs

Objective : Describe interprofessional education (IPE) experiences for pharmacy and medical students during the first three years of the program.

Methods: IPE was introduced to first-year medical (M1) and pharmacy (P1) students through a 2-hour session, using large and small group discussions facilitated by two faculty from each program. The first IPE focused on educational content of medical and pharmacy curricula and roles and responsibilities. Seated in large auditoriums, small groups of M1 and P1 students collaborated on patient cases. The SPICE-R2 survey was administered to ascertain experiences and attitudes. Next, second-year medical (M2) and pharmacy (P2) students engaged in progressive reveal patient cases in large and small group discussions. Afterwards, they self-assessed their level of proficiency in communication, and values and ethics. Based on a pilot session in the previous year, the third-year medical (M3) and pharmacy (P3) learners participated in team simulations with standardized patients (SP). The M3/P3 teams briefed together, interviewed the SP, and communicated a treatment plan. Afterwards, two M3/P3 teams debriefed with the faculty and assessed their roles and responsibilities, communication, and teaming skills. Finally, students completed a self-assessment on their level of proficiency.

Results: Three-hundred and thirty-one students participated in the M1P1 event along with nine medical and pharmacy faculty. Eight faculty and 354 students attended the M2P2 event. The M3P3 simulation engaged 379 students over two days utilizing twelve exam rooms. Eighteen faculty graded and facilitated the simulation.

Conclusions: One IPE event per year was incorporated into the first three years of the medical and pharmacy programs to expose learners to core IPE competencies of roles and responsibilities, values and ethics, communication, and teamwork.