Jun 2026· American Journal of Pharmaceutical Education· Vol 90, pp.
102035
· 0 citations· 50 references
Medicine
TL;DR
Discipline-sensitive, community-based IPE strategies, reinforced shared goals, and role clarity are essential to strengthen collaboration among health professions students.
Abstract
Objective
This study aimed to: (1) assess how students from eight different educational backgrounds engage in and differ in collaborative practice, (2) examine structural relationships among key domains, including leadership, communication, shared goals, roles understanding, member relationships, conflict management, patient involvement, and (3) explore perceived enablers and challenges in collaborative learning.
Methods
A sequential explanatory mixed-methods design was used. Quantitative data were collected from 793 vocational students using the 7-factor, 48-item CPAT instrument. Assumptions tested included differences in IPE outcomes and the mediating role of shared goals, with a path analysis conducted to examine these relationships. Qualitative data from three open-ended questions were analyzed using content analysis to explore students' collaborative experiences. Ethical approval was obtained from the Faculty of Medicine of Hasanuddin University.
Results
The CPAT instrument was re-evaluated for contextual suitability, demonstrating good structural validity (CFI =.937, RMSEA =.054, SRMR =.032). Significant differences in IPE outcomes were found by educational background, while Nursing and Pharmacy were the top preferred collaboration partners, but not by program level or prior collaboration. Nursing students scored highest, especially in communication, decision-making, and collaboration, while Environmental Health students scored the lowest. Mediation analysis showed that shared goals and roles significantly mediated the effects of leadership and communication. Qualitative findings emphasized the impact of clinical exposure and structured learning, highlighting the need for clear roles, conflict management training, and community-based IPE.
Conclusion
Discipline-sensitive, community-based IPE strategies, reinforced shared goals, and role clarity are essential to strengthen collaboration among health professions students.
Applying Occupational Adaptation Theory to support data interpretation highlighted that, in addition to supervisory training, mastering their roles and having actionable strategies to support learners in difficulty, requires adequate resourcing and recognition to ensure CEs are equipped to manage every element of student learning.
Amanda Wray, S. Attrill, L. Lewis· Medical Teacher· 0 citations
Pharmacy students highly valued IPE and highlighted that an early, structured, and longitudinal integration of IPE in the curriculum is necessary to enhance collaborative competencies and professional development.
Nurul Athirah Hasdan, Ahmed Osman Ahmed Mohamed Yehia Naguib, Nor Hidayah Mohd Taufek· The Journal of pharmacy· 0 citations
INTRODUCTION
Continuing professional development (CPD) about social processes and structures (eg, power relations, organizational policies) in health care has been minimally explored. This study examined the teaching of social practices and structures in the domains of interprofessional collaboration and quality improvement, and the education paradigms used, with particular attention to transformative education.
METHODS
This case study included three CPD cases at two university-affiliated Centres. Data collection included observations (n = 42.5 hours), interviews with program/Centre leads and guest presenters (n = 13), and documents. Paradigms of education informed the interpretive thematic analysis conducted.
RESULTS
A range of concepts related to social practices and structures were introduced across sessions (eg, systemic racism, unconscious bias). An examination of education purpose, role of teacher-learner, and teaching modalities, demonstrated that varied paradigms of education (eg, cognitivist, constructivist) were drawn on to teach these topics, with efforts toward transformative approaches. Programs were largely oriented to practical learning and application, with the teacher positioned as expert or learners being encouraged to interact with, and learn from each other. However, participants recognized additional education purposes aligned with a transformative paradigm, to question and shift learners' perspectives, making efforts to align teacher-learner roles and learning modalities. There were tensions, though, working across paradigms; session formats and learner/sponsor expectations influenced paradigms used.
DISCUSSION
Findings provide insights to how to incorporate content about social practices and structures into interprofessional collaboration and quality improvement CPD. Given the multiple and sometimes competing education goals, positioning paradigms of education as coexisting layers may be more effective than viewing them as mutually exclusive.
Joanne Goldman, Farah Friesen, Tara A Burra et al.· Journal of Continuing Educat...· 0 citations
Background/Objectives: We conducted a virtual exchange program (VEP) to facilitate discussions on the Sustainable Development Goals (SDGs) among nursing students in Belgium, Indonesia, Japan, and Thailand and to assess the improvements in international competencies. Methods: In this quasi-experimental study with a pre- and post-test design, students who voluntarily participated in the VEP were compared with a matched group of non-participants. International competencies were assessed using the STRENCO (Strengthening multi-professional competencies in mental health) Competency Assessment Tool, a self-assessment tool. Hence, this analysis is based on self-reported data, which were analyzed using a linear mixed-effects model. Results: The analysis included 29 and 34 students in the intervention and control groups, respectively. A significant interaction effect between group and time was observed for intercultural competence (p = 0.004, 95% confidence interval (CI): [0.18, 0.87]), personal growth (p = 0.013, 95%CI: [0.10, 0.79]), and digital competence (p = 0.020, 95%CI: [0.09, 1.05]). In contrast, the interaction was not significant for language skills (p = 0.168, 95%CI: [−0.10, 0.58]), global engagement (p = 0.716, 95%CI: [−0.28, 0.40]), and international discipline learning (p = 0.058, 95%CI: [−0.02, 0.87]). Conclusions: This SDG-focused VEP involving nursing students from four countries across Europe and Asia provided a structured approach to international exchange education and may have enhanced intercultural competence, personal growth, and digital competence as components of international competencies. This study is expected to explore future VEP-based practices and international exchanges.
Tomomi Suda, Piyaorn Wajanatinapart, Ni Luh Putu Dewi Puspawati et al.· Nursing Reports· 0 citations
It is demonstrated that a single, well-designed interprofessional simulation session can yield meaningful educational benefits, with potential downstream benefits for patient safety in critical-care environments.
Niall Brown, Samuel Wilson, Mathieu Figeys et al.· Health Education in Practice...· 0 citations
The CoLearn Framework offers an explanatory model for designing reflective, relational, and situated faculty development and was associated with participants' self-perceived gains in selected dimensions of cultural competence, particularly cultural understanding and communication strategy adjustment.
Sisi Li, Xunchen Liao, Xi Chen et al.· BMC Medical Education· 0 citations