An Exploration of Pharmacist Preceptors' and Pharmacy Students' Experiences at an Interprofessional Student-Run Clinic

Abstract

Background:

This study examines pharmacist preceptors' and pharmacy students' experiences at an interprofessional student-run clinic: Student Health Initiative for the Needs of Edmonton (SHINE). On Saturday afternoons, students and preceptors from medicine, dentistry, pharmacy, nursing, social work and nutrition work together to care for adolescents and young adults from Edmonton inner city areas.

Methods:

Pharmacist preceptors and pharmacy students were invited to participate in open-ended interviews to explore their experiences at the SHINE clinic. Qualitative data analysis techniques were used to identify themes in the transcribed interviews.

Results:

Three pharmacist preceptors and 3 pharmacy students were interviewed. Three themes arose: dynamic team roles, interprofessional role understanding and personal benefits. Preceptors' and students' interprofessional contributions varied based on the stage of the patient care process. Benefits of the SHINE clinic experience included enhancing preceptor skills, interprofessional relationships and confidence working in teams.

Discussion:

The optimal model of interprofessional practice varies at the SHINE clinic. The appropriate intensity of collaboration throughout the care process should be explored. Pharmacy students appeared to have greater comfort levels when working in a traditional pharmacy role, but preceptor role models helped to push those boundaries. The SHINE clinic provides a rare community experience through which both preceptors and students can build relationships with other health care professionals and confidence practising in teams.

Conclusion:

This study helps us better understand the dynamic role and contributions of pharmacy students in an interprofessional student-run clinic. The SHINE clinic provided a beneficial experience, where preceptors and students could learn with, from and about each other while caring for a vulnerable population. The findings provide insight into student-driven interprofessional education and provide guidance for further exploration.