Exploring how interprofessional education opportunities and collaborations during experiential rotations can guide intentional interprofessional education curricula

Abstract Introduction Interprofessional education and practice (IPE/P) is required in pharmacy education to ensure graduates are prepared to deliver care in collaborative health care teams. Schools/colleges of pharmacy (SCOP) should be deliberate with IPE/P training and provide exposure, simulation, and experiential‐based IPE/P opportunities. The breadth of rotation types and sites facilitates a myriad of IPE/P opportunities, and this study explores experiential‐based interprofessional opportunities and collaborations, and describes how the use of this information can inform an evidence‐based approach to developing intentional IPE. Methods Second, third, and fourth year Doctor of Pharmacy (PharmD) students were surveyed at the end of required experiential rotations about their interprofessional activities, tasks, and opportunities (IATO) and collaborations during Introductory and Advanced Pharmacy Practice Experiences (IPPE and APPE, respectively). Results From August 2022—January 2024, 149 second, 184 third, and 410 fourth professional year students reported their IATO and collaborations during required IPPE and APPE rotations. At least 20% of APPE students participated in all IATO categories, with the most prevalent being participation in patient education (90.7%), providing dosing/treatment/other recommendations for care (88.3%), and engaging in patient interviews or counseling (83.2%). During community pharmacy IPPE, at least 50% of students participated in 8 of 13 IATO categories, and were most likely to participate in presentations (96.0%), provider questions/discussion (89.3%), and patient education (88.7%). During institutional/hospital IPPE, at least one‐third of students participated in all IATO categories and were most likely to participate in shadowing opportunities (90.8%), dosing/recommendation/suggestion/care plan/chart review (87.6%), and provider questions/discussion (81.1%). Physicians (95.9%) and nurses (80.5%) represented the most frequent collaborators, with more than 25% of students collaborating with at least 7 different professions across all rotation types. Conclusion This survey model facilitates capturing experiential‐based IPE information that can guide intentional IPE curricular planning in a resource‐considerate model for the SCOP, student, preceptor, and practice site.