Addressing Human Capacity Building for Health from Academia's Perspective : Building Interprofessional Partnership

Learning objectives: – List strategies to increase readiness for emergency preparedness through interprofessional education and collaborative practice – List THREE benefits of interprofessional collaboration. – Explain the importance of working collaboratively in embargo and emergency situation

Pharmacy's perspectives of interprofessional education and collaborative practice: an investigative study in Qatar and the Middle East.

The need to incorporate interprofessional education (IPE) as part of any healthcare profession curricula is growing in an approach to prepare a collaborative practice-ready workforce. Pharmacy students should be equipped with the necessary competencies and skills needed for them to practise interprofessionally, commensurate with the expanding and evolving role of the pharmacist. Thus, the Qatar University College of Pharmacy has decided to incorporate IPE initiatives formally into the pharmacy curriculum in collaboration with other healthcare institutions in Qatar to meet the accreditation standards set by the Canadian Council for Accreditation of Pharmacy Programs (CCAPP) and fulfil the recommendations set in the World Health Organization (WHO) framework. To implement effective IPE strategies, it is important to consider the prior attitudes and expectations of various stakeholders in the process -- particularly students, faculty, and practising pharmacists. The overall aim of this PhD research is to explore the pharmacy perspectives of IPE and collaborative practice from a Middle Eastern context. The research started with a comprehensive systematic review of the literature focusing on the perspectives of pharmacy students, pharmacy faculty, and practising pharmacists on IPE and collaborative practice. Five themes have been identified from the systematic review: inconsistency in reporting IPE research, professional image of the pharmacist, lack of longitudinal follow-up, lack of IPE research on faculty, and lack of mixed method studies. This was followed by three sequential explanatory mixed method designs, to explore the perception of faculty, students, and practising pharmacists, individually. This was undertaken to gain an in depth understanding of the strengths and challenges of each group that can affect the implementation and perspectives toward IPE and collaborative practice. Two data collection methods were used: quantitative surveys and qualitative focus groups. Quantitative data were imported into SPSS® version 22 and analysed using both descriptive and inferential statistics. Qualitative data from the focus groups were analysed using thematic analysis. For the quantitative surveys, the overall response rate was 117 out of 334 (35%) for pharmacy faculty in the Middle East, 102/132 (77%) for pharmacy students in Qatar and 178/285 (63%) for practising pharmacists in Qatar. This was followed by seven focus groups with a total of 51 participants. Findings, from both the survey and focus groups, support that students, faculty and practising pharmacists are ready to engage in IPE and collaborative practice. The findings further identified positive attitudes that reinforce the need to incorporate IPE into healthcare curricula. They perceive anticipated benefits to them as professionals and to the patients. However, a large number of challenges have been highlighted, including the existence of a hierarchical culture, pharmacists role and image, a weak sense of professional identity among pharmacists, their marginalised contribution, resistance from the healthcare teams to the evolving role of the pharmacists, and the heterogeneous background of healthcare professionals. Promisingly, the education and healthcare system in Qatar is undergoing significant changes with some positive influences noted within education and practice settings. This is the first study investigating pharmacy perspectives of IPE in Qatar, the Middle East, and worldwide. The findings from this research generated a body of knowledge regarding the pharmacy perspectives of IPE and provided a better understanding of what shapes this perspective from a Middle Eastern context. The research presents a new model based on collective input, efforts, and readiness in five key stages: academic institution, faculty, student, practice, and environment. The model moves beyond focusing on the individual stages separately and expands to consider the complexity of linking and aligning the stages together. Coordinated efforts, between the stages, focused on a more comprehensive and holistic implementation, is essential for successful implementation of IPE and collaborative practice

Perspectives of pharmacy students in Qatar toward interprofessional education and collaborative practice: a mixed methods study.

In an IPE environment, students are expected to have better understanding of the roles, responsibilities, and contribution of other health care professions to enhance interprofessional working and collaboration with an end result of improving patient-centred and team-based care. Although many studies have investigated students' attitudes, very few employ a mixed methods design and hardly are from Middle Eastern countries. A two-staged sequential explanatory mixed method design was used to comprehensively capture the perspectives of pharmacy students toward IPE and collaborative practice. A quantitative survey was conducted as the first stage of the study, followed by an in-depth discussion of these perspectives through a qualitative phase by conducting two focus groups. For the quantitative surveys, the overall response rate was 102/132 (77%) for pharmacy students in Qatar. This was followed by two focus groups with a total of 27 participants from senior and junior students. In exploring the qualitative data, three main themes were identified in relation to the pharmacy students' perspectives. These were on the pharmacy students' perception on the enablers (professional related benefits, patient-related benefits and current positive influences), barriers (previous IPE experiences, educational related issues and current working practices and processes), and recommendations to implementing IPE and collaborative practice (future IPE and pharmacy profession). Overall, the results demonstrate a strong readiness and positive perception by pharmacy students toward IPE and collaborative practice. This study has highlighted different dimensions in pharmacy students' perceptions. It also provided a useful insight into the readiness of pharmacy students in a Middle Eastern university. Students are seeking more IPE experiences formally incorporated into their curriculum and hence educators should capitalise on these positive and enthusiastic attitudes to identify the most effective means for delivering IPE and inform curricula planning. Collaborative practice-ready graduates will produce better-educated professionals delivering higher quality care. Please note that the name of this document 'Middle Eastern perspectives of pharmacy students toward interprofessional education and collaborative practice: a mixed methods study.' differs slightly from the published version

A comprehensive systematic review of pharmacy perspectives on interprofessional education and collaborative practice.

Introduction:- Pharmacists are key professionals in the collaborative working process and are integral members of the healthcare team. However, there is paucity of information regarding their perspectives towards interprofessional education (IPE) and collaborative practice. Aims:- The aim of this systematic review is to synthesize, summarise and evaluate the quality of the quantitative and qualitative literature related to the perspectives of pharmacy students, pharmacy faculty and practising pharmacists toward IPE and collaborative practice. The perspectives included their views, experiences and attitudes with a special focus on their perceived benefits and challenges in relation to IPE and collaborative practice. Methods:- An integrated mixed method systematic review was conducted. Four electronic databases were searched for articles published in English between 2000 and 2015. The Mixed Methods Appraisal Tool (MMAT) was used to assess the quality of the studies. Results:- Twenty-nine articles were identified meeting the selection criteria from the first initial search of 8512 articles. Seventeen articles (59%) targeted pharmacy students, 11 articles (38%) focused on practising pharmacists and 1 study (3%) was related to pharmacy faculty. The majority of studies were conducted in the United States (n = 13), were published in the last five years (83%, n = 24) and employed quantitative methods (52%, n = 15). The two commonly used survey instruments to measure the perspectives were: different versions of the RIPLS (35%, n = 6) and the IEPS scale (35%, n = 6). Fourteen of the 29 studies were rated as low quality (MMAT = 25%), eight studies were rated as average quality (MMAT = 50%), four were rated as high quality (MMAT 75%) and three were rated as very poor quality (MMAT 0%). No studies were rated with 100% MMAT quality. Overall, the findings suggest that pharmacy students, practicing pharmacists and faculty valued interprofessional education and collaborative practice and had positive attitudes towards it. Five main findings have been identified from this review: heterogeneity in reporting IPE research, traditional professional image of the pharmacist, lack of longitudinal follow-up, lack of IPE research on faculty and paucity in mixed method studies in terms of quality and numbers. Conclusions:- These findings will provide an opportunity to stakeholders and policy makers to develop and implement IPE activities that are meaningful, comprehensive and unique. Sustained efforts are required not just in undergraduate curricula but also in healthcare settings to improve and promote an interprofessional culture at individual and organisational level

Perspectives of practising pharmacists towards interprofessional education and collaborative practice in Qatar.

Background: Healthcare is provided by a variety of different professionals, including pharmacists who are integral members of the team, and all are expected to work collaboratively to provide quality care. Little is known about the perceptions of pharmacists in Qatar towards interprofessional collaboration. Positive attitudes towards interprofessional education are essential to successful implementation of interprofessional collaboration. Therefore, to develop effective collaboration strategies in practice settings, it was essential to survey the attitudes of practising pharmacists towards collaboration. Objective: To explore the awareness, views, attitudes and perceptions of practising pharmacists in Qatar towards interprofessional education and collaborative practice. Setting: Community, hospital and primary healthcare settings in Qatar. Methods: This was a two-staged sequential explanatory mixed method design. It utilised a quantitative survey (Stage 1), based on a modified version of the Readiness for Interprofessional Learning Scale. This was followed by a qualitative stage, utilising focus groups (Stage 2). Main outcome measures: (1) Qatar pharmacists' attitudes towards interprofessional education and collaborative practice; (2) Practising pharmacists' perspectives in relation to enablers, barriers and recommendations regarding interprofessional education and collaborative practice. Results: 63% of the practising pharmacists (n = 178) responded to the survey. Three focus groups followed (total n = 14). High scores indicating readiness and positive attitudes towards interprofessional education were reported for pharmacists working in hospital, community and primary healthcare settings. Qualitative analysis identified three overarching themes in relation to the enablers, barriers and recommendations for practising pharmacists working collaboratively. The enabling themes were: professional and patient related benefits, and current positive influences in Qatar; the barriers were patients' negative perceptions; the status of the pharmacy profession and current working practices and processes; the recommendations related to improving patients' perceptions about pharmacists and enhancing the status of pharmacy profession in Qatar. The findings from this study highlighted two major observations: the lack of existence of collaborative practice and hierarchy and power play. Conclusion Pharmacists demonstrated willingness and readiness to develop interprofessional learning and collaborative practice with significant steps already taken towards improving collaborative working practices in different care settings

Perspectives of pharmacy students, pharmacy academics and practicing pharmacists on interprofessional education and collaborative practice: a comprehensive systematic review protocol

Review question/objective The objective of this systematic review is to examine the perspectives, attitudes, views and experiences of pharmacy students, pharmacy academics and practicing pharmacists towards interprofessional education and collaborative practice through quantitative and qualitative evidence. Background Interprofessional education (IPE) has been defined by the Centre for the Advancement of Interprofessional Education (CAIPE) as “two or more professions learn with, from and about each other to improve collaboration and the quality of care”.1(para1) Globally, interprofessional education has gained momentum in the last twenty years. However, this has been more pronounced in developed countries such as Canada, United States, Australia and the United Kingdom. In an IPE environment, students are provided with a structured opportunity that enables them to interact with other healthcare professionals where they acquire the knowledge, skills and professional attitudes as part of their undergraduate learning experience.2 Once they graduate, they are able to translate this into practice. The practice environment is often complex and intense, and requires a high level of interpersonal skills for the health care professional to be able to work in an adaptable, flexible and collaborative environment and to appreciate the roles of the different health care professionals.2 Health professionals learning together and understanding each other better is the way forward and has been proven by international research evidence.3,4,5,6 As healthcare systems advance, the demand for collaborative work between healthcare professionals from different backgrounds increases; therefore, healthcare professionals need to develop the knowledge and skills required to work together effectively in order to positively impact on patient care. As a result, the World Health Organization (WHO) published a ground-breaking document titled, “Framework for Action on Interprofessional Education and Collaborative Practice” in 2010.6. In this framework, WHO strongly advocated the development and integration of IPE into healthcare curricula. They emphasized the importance of adapting team based collaborative models in all the different areas of healthcare to enhance the delivery of healthcare services. Collaborative practice occurs “when multiple health workers from different professional backgrounds work together with patients, families, carers, and communities to deliver the highest quality of care”.6(p13) Therefore, collaboration involves solving challenging problems together, interacting, negotiating and jointly working with health workers from any background. This is where two or more healthcare professionals work cohesively to address patient needs. Benefits of collaborative practice include strengthening health care systems and improving patient care in terms of quality and safety provided, reducing the cost of care, shortening patients' duration of hospital stay, and improving health outcomes.6,7 In terms of pharmacy and the expanding and evolving role of the pharmacist seen in the early nineties with the emergence of the concept of pharmaceutical care concept by Hepler and Strand,8 it is important that this role is recognized and understood by other healthcare providers and healthcare students so that there is effective collaboration and team work. With this in mind, pharmacists also need to recognize and understand other professionals' roles. Pharmacists need to be able to assume new innovative roles centered on patient care rather than being product centered. These roles include medication reviews, chronic disease management, immunization services, well-being programs, prescribing and becoming an integral part healthcare decision making team based on evidence based practice. A number of systematic reviews on IPE exist with the first one dating back to 1999. These found no rigorous quantitative evidence on the effects of IPE.9Table 1 summarizes the main systematic reviews to date focusing on IPE.Scopu

Changes in student perceptions after a semester-long interprofessional education activity in Qatar

AbstractObjectivesInterprofessional education (IPE) is rapidly becoming integrated into university accreditation standards worldwide. However, the impact of IPE on student learning and practice is largely unknown in the Middle East. This report describes a semester-long IPE course-based activity and evaluates student perceptions towards professional roles.MethodsPharmacy and Human Nutrition students from Qatar University completed a 15-week IPE activity that required students to work in groups to complete two assignments after an introductory event. The data were collected during meetings with students and faculty about their overall experience and course assignments. Perceptions regarding professional roles were determined by a pre- and post-reflection questionnaire.ResultsAfter completion of the assignments, fourteen students (37%) noted changed perceptions of themselves, as well as of the other healthcare profession. Twelve of fourteen (86%) noted changes regarding perceptions of the roles of the other healthcare profession, while 2/14 (14%) noted changes regarding perception of their own professional roles. Three of fourteen (21%) reported that their changed perceptions towards IPE were unfavourable. These changed perceptions largely focused on specialised roles of the respective professions.ConclusionsA semester-long IPE experience was deemed beneficial in a Middle Eastern context. Future events and research should focus on fostering collaboration and interprofessional communication to enhance student attitudes and eventual preparation for interprofessional practice

Pharmacy academics' perspectives toward interprofessional education prior to its implementation in Qatar: a qualitative study.

Background: The aim of this study was to explore the perspectives of faculty members and academic administrators, at Qatar University College of Pharmacy, towards interprofessional education (IPE) and collaborative practice by identifying enablers, barriers and resources needed to implement IPE within the pharmacy curriculum. Methods: A qualitative methodology was employed using focus groups discussions. Two focus groups were conducted, one focus group with faculty members (n = 5) and another focus group with academic administrators (n = 5) at Qatar University College of Pharmacy. Focus groups were audio recorded and transcribed verbatim by an independent experienced transcriber and validated by the study principal researcher. Thematic analysis was undertaken to generate key themes and subthemes. Results: The study participants highlighted a number of enablers and challenges encountered as a result of the initial IPE events, for integrating IPE into the pharmacy curriculum. Many provided recommendations and suggestions for effective implementation of IPE. Analysis of the results focused on three main categories: enablers, barriers and recommendations. Overall, seven major themes were identified: 1) intrinsic enabling factors (initial IPE experiences, cross-appointed faculty, accreditation); 2) extrinsic enabling factors (national policy & legislation and advances in pharmacists’ role); 3) student related benefits (roles & responsibilities and agents for change); 4) student hindering factors (student engagement, perceptions & attitudes and gender issues); 5) partnering academic institutions (logistical issues, familiarity with other curricula and commitment); 6) practice environment (hierarchy, healthcare professionals’ attitude and lack of collaborative practice) and 7) IPE delivery (dedicated structure, IPE curriculum and extrinsic support). Conclusion: Pharmacy academics had positive perceptions towards IPE suggesting a high level of support and readiness to pursue IPE and an opportunity for pharmacy academics to drive the IPE agenda forward in Qatar. However, a number of challenges were reported. These are important to consider to ensure the development of effective strategies for the integration and enhancement of IPE and collaborative practice

Understanding COVID-19-related Burnout in Qatar's Community Pharmacists using the Job Demands-Resources Theory

Community pharmacists are one of the most accessible front-liners against the COVID-19 pandemic. Whilst playing a vital role in medication supply and patient education, exposure to pandemic demands and prolonged stressors such as risk of infection increases their risk of burnout. Using the Job Demands-Resources theory, this research aims to identify factors affecting community pharmacists' COVID-19-related burnout, their coping strategies against it, and recommendations on interventions to mitigate it. This is a qualitative study in which Qatar community pharmacists, with informed consent, took part in semi-structured focus groups/interviews which were recorded, transcribed, and analyzed using inductive/deductive analysis. Twelve themes emerged from six focus groups, six dyadic interviews and mini focus groups, and four individual interviews. The contributing factors to community pharmacist' burnout were identified as practical job demands, and emotional demands such as fear of infection. However, government and workplace-specific resources, pharmacists' personal characteristics such as resiliency and optimism, as well as implementation of coping strategies, reduced their stress and burnout. This is the first study to explore the contributing factors to community pharmacists' COVID-19-related burnout using the job-demands resource model. In turn, individual, organizational, and national recommendations can be made to mitigate burnout in community pharmacists during the pandemic

A Middle Eastern journey of integrating Interprofessional Education into the healthcare curriculum: a SWOC analysis

Interprofessional education (IPE) is an emerging concept in the Middle East with a number of health professional degree programs continually striving to meet international accreditation requirements to enhance the quality of education and ensure high standards are maintained. Using the College of Pharmacy at Qatar University (CPH QU) as a model, this article describes the IPE initiatives coordinated through the College's IPE Committee, with representation from fourteen programs at four Healthcare institutions: Qatar University; Weill Cornell Medical College in Qatar; the University of Calgary in Qatar; and the College of North Atlantic in Qatar. These activities are based on the model proposed by the University of British Columbia across the different pharmacy professional years. Learning objectives for these initiatives were selected from the IPE shared competency domains and competency statements developed for Qatar context. A meeting with six faculty members, who have been instrumental to designing and executing the IPE activities in the previous 2 years, was convened. Faculty members reflected on IPE activities and collaborations with other participating programs. A structured SWOC (Strengths, Weaknesses, Opportunities, Challenges) framework was used to guide discussion. The discussion was recorded and notes were taken during the meeting. Raised points were categorized into each SWOC category for the final analysis. Implementation of IPE program is a major undertaking with a number of challenges that require invested time to overcome. This article highlights the importance of incorporating IPE into healthcare curricula to graduate students ready for collaborative practice in the workforce. Learning objectives for IPE initiatives need to be based on shared competency domains. When developing and implementing an IPE program it is necessary to align activities under a strong theoretical framework. This should be done under the leadership of an IPE steering group or committee to oversee the integration of IPE into the healthcare curriculum. The article presents many lessons learned through IPE implementation that are relevant to other academic institutions keen to incorporate IPE into their programs and also provides a successful model for integrating IPE into healthcare curricula