Assessment of interprofessional perceptions and attitudes of health professional students in a simulation laboratory setting

A comprehensive systematic review of pharmacy perspectives on interprofessional education and collaborative practice

“…Between 2012 and 2015, twelve studies were published highlighting pharmacy students' perceptions toward IPE and collaborative practice based on an IPE intervention. For the included articles focusing on students, the IPE sessions varied in their duration from ad hoc sessions (lasting between one and four hours) in the form of simulation 38,39 or interactive case based discussion 40 ; or 2 IPE case based sessions over a month 41,42 , to IPE activities spread over the semester [43][44][45] or in one study over two years 46 . Other studies was based on an IPE experiential learning experience [47][48][49] .…”

“…The different IPE initiatives, have been regarded as unique 47 , beneficial for their future practice 38,46,50 , enhanced overall university experience 46 , had an impact on their attitudes, knowledge and ability to work with other professionals 41 , and high student satisfaction with the experience 39,45 .…”

“…Perceived benefits of IPE included: enhanced understanding of professional role identity [45][46][47] , exploration of professional boundaries 47 , excellent teamwork 38,42,46 , improvement in the quality of patient care 38 , willingness to participate in more IPE activities 38,42 , enhancement of learning and knowledge gained 41,42 , respect 38,50 , trust 50 , appreciation of other healthcare professions 50 , and a shared goal for patient-centred care 50 . Another perceived benefit of IPE is valuing collaborative practice and interprofessional teams 43,45,50 .…”

“…Professional status, confidence, and capability Students' perceptions regarding pharmacists' status and professional identity were discussed in various studies 38,39,46,50 . The lack of confidence to deal with other healthcare students or being with students who are much more advanced than their level has been reported as a challenge by students 50 .…”

Simulated interprofessional learning activities for rural health care services: perceptions of health care students

“…The traditional IPL activities offer limited opportunities for interaction with students of other disciplines and restrict students’ ability to gain the confidence necessary for effective interprofessional collaboration. Simulation activities such as standardized patient role-playing and computer-based simulations offer hands-on experience of managing challenges that participants are likely to encounter in practice,13 thereby enabling interprofessional learners to develop, practice, and refine interprofessional competencies such as communication, collaboration, and delegation 14,15…”