Preparing pharmacy and medical students for collaborative practice: a team based learning approach in primary care

Abstract

The introduction of Pharmacy First pathways highlights the need for strengthened cooperation between future medical and pharmacy professionals, calling for innovative educational strategies to equip students for their expanding roles.

We developed integrated Team-Based Learning (TBL) sessions based on Pharmacy First pathways, allowing medical and pharmacy students to practice realistic referral scenarios and clinical decision-making.

Third-year and fourth year medical students and second- fourth-year pharmacy students participated in TBL sessions, which included incorporating Pharmacy First pathways into pre-reading materials and Individual and Team Readiness Assurance Tests (iRAT and tRAT). Sessions focused on realistic cases requiring interdisciplinary communication. Data were collected through assessment scores, surveys, and focus groups to evaluate student engagement and learning outcomes.

42 students attended the sessions. The TBL session significantly improved student performance, with tRAT scores (M = 8.29, SD = 1.15) outperforming iRAT scores (M = 6.43, SD = 1.89; p < 0.0001). Participants rated the session highly for engagement, teamwork, and satisfaction, with qualitative feedback emphasising the benefits of interdisciplinary collaboration and active problem-solving. Thematic analysis highlighted key benefits such as increased interdisciplinary awareness and enhanced collaboration.

With the changes in pharmacy practice, this study underscores the importance of fostering interdisciplinary collaboration in primary care. TBL is an effective method for enhancing teamwork, improving confidence, and ensuring safe, patient-centered care in real-world clinical settings.