INNOVATIONS in pharmacy

Enhancing the feasibility of interprofessional education: Lessons learned from sole precepting in a project-based practicum

Jason Min

Faculty of Pharmaceutical Sciences - University of British Columbia

https://orcid.org/0000-0002-7454-1972

Katherine Huerne

Faculty of Pharmaceutical Sciences - University of British Columbia

https://orcid.org/0000-0001-9903-7142

Serena Quan

https://orcid.org/0009-0005-6059-9451

Larry Leung

Faculty of Pharmaceutical Sciences - University of British Columbia

DOI: https://doi.org/10.24926/iip.v16i4.7176

Keywords: interprofessional, collaboration, practicum, pharmacy, preceptor

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Abstract

Interprofessional education (IPE) is a cornerstone of pharmacy curricula, but many educational programs face practical challenges in implementing effective collaboration-based projects with preceptors in clinical settings. This study describes a four-week pilot rotation where pharmacy students were supervised by non-pharmacist health professionals (e.g., physicians, nurses, chiropractors, naturopathic physicians) in a project-based practicum aimed at enhancing interprofessional collaboration (IPC). Students designed projects aimed to enhance IPC at their chosen clinical site and were invited to participate in weekly online discussions with other students to facilitate learning and provide additional support to each other. Based on interview results, the practicum experience was well-received by both students and preceptors, with an increased appreciation for IPC and meaningful impact on interdisciplinary knowledge respectively. The practicum proved instrumental in helping students develop collaborative leadership skills and enhance their interprofessional communication, ultimately boosting their confidence in applying IPC in their future practice. Given its clear benefits, this type of experience could continue as an elective for pharmacy students seeking to reinforce these crucial skills, rather than being a mandatory component of the experiential curriculum. This report provides preliminary evidence for adopting an IPC-based learning curriculum with non-pharmacist preceptors as an effective method to support current IPE programs – with the potential to be adapted for remote learning. Future directives are provided to improve the quality and generalizability of IPC-based learning on a larger-scale.