Current status of interprofessional education learning activities in wards provided by tertiary hospitals and secondary general hospitals and barriers
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Background: The World Health Organization (WHO) has focused on the need for interprofessional education (IPE) to improveinterprofessional collaboration competency and patient health outcomes. Accordingly, most European and North American medicalcolleges have established IPE for students. However, IPE learning activity in medical wards for the clinical experience of pharmacystudents has not been fully reviewed in Korea. Therefore, this study aims to examine the current status of IPE learning activities inwards at tertiary and secondary hospitals in order to identify ways to improve the program. Methods: The official document ofcooperation consists of six self-administered questions regarding IPE learning activities in wards. The preceptor’s response in eachhospital was evaluated. Results: Of the 22 hospitals, 9 tertiary hospitals and 12 secondary general hospitals responded. For theintroductory pharmacy practice experience (IPPE), participating in intensive care (IC) was provided at one secondary generalhospital (8.3%) and no tertiary hospital. Ward rounds with medical staff members were provided at two tertiary hospitals (22.2%)and one (8.3%) secondary general hospital. A major barrier to executing IPE was lack of rewards and incentives for the faculty andpreceptors who participated in the program. Conclusion: In both tertiary hospitals and secondary general hospitals, pharmacystudents have limited exposure to IPE learning activities in wards at hospital, and IPPE at most hospitals was carried out in pharmacysettings only. This study suggests that it is necessary for the hospitals to improve and support IPE learning activities in wards in orderto improve learners’ competency.
Abstract
Background: The World Health Organization (WHO) has focused on the need for interprofessional education (IPE) to improveinterprofessional collaboration competency and patient health outcomes. Accordingly, most European and North American medicalcolleges have established IPE for students. However, IPE learning activity in medical wards for the clinical experience of pharmacystudents has not been fully reviewed in Korea. Therefore, this study aims to examine the current status of IPE learning activities inwards at tertiary and secondary hospitals in order to identify ways to improve the program. Methods: The official document ofcooperation consists of six self-administered questions regarding IPE learning activities in wards. The preceptor’s response in eachhospital was evaluated. Results: Of the 22 hospitals, 9 tertiary hospitals and 12 secondary general hospitals responded. For theintroductory pharmacy practice experience (IPPE), participating in intensive care (IC) was provided at one secondary generalhospital (8.3%) and no tertiary hospital. Ward rounds with medical staff members were provided at two tertiary hospitals (22.2%)and one (8.3%) secondary general hospital. A major barrier to executing IPE was lack of rewards and incentives for the faculty andpreceptors who participated in the program. Conclusion: In both tertiary hospitals and secondary general hospitals, pharmacystudents have limited exposure to IPE learning activities in wards at hospital, and IPPE at most hospitals was carried out in pharmacysettings only. This study suggests that it is necessary for the hospitals to improve and support IPE learning activities in wards in orderto improve learners’ competency.
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