BACKGROUND To promote better collaboration for patient care, interprofessional education (IPE) is required in many health professions courses . However, successful IPE implementation at scale can be challenging because of complicated logistics and competing priorities . Implementing across multiple geographies adds further complexity .
OBJECTIVE This paper describes the implementation of a full cohort IPE activity for medical and pharmacy students delivered at both the Australian and Malaysian campuses of Monash University .
DESIGN We designed a 150-minute, blended learning activity centred around asthma care for second-year medical and pharmacy students . Student perceptions were measured with a pre- and post-activity survey using the validated ten-item, three-factor, SPICE-R2 instrument . Analysis focused on differences between professions and countries .
RESULTS All second-year medicine (N = 301 in Australia and N = 107 in Malaysia) and pharmacy students (N = 168 in Australia and N = 117 in Malaysia) participated in the learning activity . A total of 326/693 (47 %) students participated in the associated research by completing both the pre- and post-activity surveys . The pre-activity survey showed significant differences in four items between medicine and pharmacy students in Australia and two items in Malaysia . Post-activity, we observed significant changes in 8/10 items when the two professions were combined . Specifically, we noted changes across the countries in perceptions of roles and responsibilities for collaborative practice and patient outcomes from collaborative practice .
CONCLUSIONS IPE across different professions and countries is feasible . Positive outcomes in role understanding and perceived patient outcomes are achievable through a context-sensitive, locally driven approach to implementation . Longitudinal experiences may be required to influence perceptions of teamwork and team-based care.