Evaluating an undergraduate interprofessional education session for medical and pharmacy undergraduates on therapeutics and prescribing: the medical student perspective

Figures & data

Table 1 Themes and subthemes identified using thematic analysis

Section	Theme	Subthemes
Prior to session	Refinement of pre-session preparation	Value of preparation and expectations
		Need for concise, relevant pre-session information clarifying session aims
		Need for preparatory work
During session	Session value	Varied and relevant cases
		Interprofessional student–student interaction
	Learning with a pharmacy student	Pharmacy students have superior knowledge of medicines and the BNF
		Pharmacy students have a more structured approach to medicines problem solving
	Learning about a pharmacist
	Learning from a pharmacy student	Increased knowledge of the BNF
		Learning from a pharmacy student’s approach to medicines history taking
Post session	Importance and application of what was learnt into practice	Structured medicines history taking
		Effective use of the BNF
		The importance of good medicines knowledge in the medical degree and future career
	Suggestions for change	Further IPE welcomed
		Smaller cohort size would be more beneficial

Abbreviations: BNF, British National Formulary; IPE, interprofessional education.

Table 2 Suggested recommendations for those considering introducing, evaluating, or reviewing IPE

1. Clarify professional roles in IPE session content: Ensure that alongside learning about the topic, students are able to learn about the roles of other professions involved.

2. Implement IPE as a series of sessions: Ensure sessions relate to one another and are integrated into the curriculum of each of the professions involved.

3. Manage student expectations: Ensure students are aware of how the sessions are relevant to their degree and/or future career and identify the aims and intended learning outcomes of the session, well in advance. The provision of specific pre-workshop activities tasks may also assist.

4. Use a group size that is manageable within the resources available: Resources include the number of and professions of students and timetables (facilitator, student, and room).

5. Promote optimal IP student–student interaction: Ensure students work in IP pairs, trios, or small groups and that seating arrangements promote interactivity. The use of role-play and feedback are helpful.

6. Relate session content to baseline knowledge: Ensure choice of topic and level of difficulty complements the existing knowledge/experience of the students involved, that is, the principles of constructive alignment^Citation53 apply.

7. Use case-based, active learning: Ensure cases are relevant to practice and to the role(s) of each of professions represented.

Abbreviation: IPE, interprofessional education.

BiggsJTang CS-KTeaching for Quality Learning at University4th edBuckingham, UKOpen University Press2011

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