American journal of pharmaceutical education · 2026
A Realist Evaluation of an Interprofessional Education Curriculum for Pharmacy.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Croteau Della, Abela Heather, Langlois Sylvia, Crown Natalie, Rojas David, Kellar Jamie
Аннотация
OBJECTIVE: This study explores the impact of an Interprofessional Education (IPE) curriculum on pharmacy students and recent graduates.
METHODS: Due to the complexity of evaluating an IPE curriculum over a four-year pharmacy program, a mixed methods realist evaluation was conducted examining quantitative and qualitative data from 2021 and 2022 pharmacy graduate cohorts. Data included learning activity surveys and written reflections of placements completed by pharmacy students, and semi-structured interviews of recent PharmD graduates. Thematic analyses and descriptive statistics were employed to explore and understand the development of collaborative competencies throughout the curriculum and into practice, identifying the contributing mechanisms and resulting outcomes of the University of Toronto's (UofT) IPE curriculum.
RESULTS: UofT pharmacy graduates developed collaborative competencies, particularly role clarification, team functioning, team communication, and relationship-focused care. There was less evidence of competency in team differences or disagreements and collaborative leadership. The three-day pain-focused learning activity and patient partner sessions provided the most effective learning, as well as case-based learning activities. Disabling mechanisms were largely logistical, with virtual learning and communication format challenges being most prominent.
CONCLUSION: A realist evaluation was an effective way of evaluating the collaborative competency development of UofT pharmacy graduates. Growth opportunities for the curriculum were in the team differences or disagreements and collaborative leadership, particularly in the areas of prescribing disagreements and medical dominance. Enabling and disabling mechanisms were also identified which can inform the curriculum in collaborative competency development in future PharmD graduates.
METHODS: Due to the complexity of evaluating an IPE curriculum over a four-year pharmacy program, a mixed methods realist evaluation was conducted examining quantitative and qualitative data from 2021 and 2022 pharmacy graduate cohorts. Data included learning activity surveys and written reflections of placements completed by pharmacy students, and semi-structured interviews of recent PharmD graduates. Thematic analyses and descriptive statistics were employed to explore and understand the development of collaborative competencies throughout the curriculum and into practice, identifying the contributing mechanisms and resulting outcomes of the University of Toronto's (UofT) IPE curriculum.
RESULTS: UofT pharmacy graduates developed collaborative competencies, particularly role clarification, team functioning, team communication, and relationship-focused care. There was less evidence of competency in team differences or disagreements and collaborative leadership. The three-day pain-focused learning activity and patient partner sessions provided the most effective learning, as well as case-based learning activities. Disabling mechanisms were largely logistical, with virtual learning and communication format challenges being most prominent.
CONCLUSION: A realist evaluation was an effective way of evaluating the collaborative competency development of UofT pharmacy graduates. Growth opportunities for the curriculum were in the team differences or disagreements and collaborative leadership, particularly in the areas of prescribing disagreements and medical dominance. Enabling and disabling mechanisms were also identified which can inform the curriculum in collaborative competency development in future PharmD graduates.