Assessing Self-Perceived Interprofessional Collaborative Competency on Advanced Pharmacy Practice Experiences Through Interprofessional Simulations

American Journal of Pharmaceutical Education (10/19) Shaikh, Hassaan; Crowl, Ashley N.; Shrader, Sarah; et al.

A recent study evaluated the effect of a required interprofessional (IP) simulation during advanced pharmacy practice experiences (APPEs) on students' perceptions of IP collaborative competence. A total of 157 fourth-year pharmacy students completing APPEs participated in one of three IP simulations during the 2016-2017 academic year to rate their practice-readiness for interprofessional teamwork and collaboration. The students' perception of IP competence was quantified by the Interprofessional Collaborative Competencies Attainment Survey (ICCAS), and subscales on the ICCAS were classified as communication, collaboration, roles and responsibility, collaborative patient-centered approach, conflict management, and team functioning. The ICCAS was completed by 150 students, and all subscales achieved statistical differences and improved from baseline to simulation completion. Following the simulations, participants considered themselves as sufficiently interprofessionally competent to engage in IP collaboration, which with APPE performance determined their practice-readiness for IP teamwork. "Utilizing an IP simulation during APPEs may be considered especially if there is concern about all students being exposed to intentional IP collaboration during their rotations," the authors concluded.

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