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Background <p>Pharmacy graduates are expected to collaborate effectively within interprofessional healthcare teams. However, current training lacks structured opportunities for interprofessional learning. Simulation-based interprofessional education (sim-IPE) offers a promising approach to address this gap. This study explored the training needs and perceptions of pharmacy students regarding sim-IPE at Mbarara University of Science and Technology (MUST).</p> Methods <p>We conducted a formative qualitative study among pharmacy students and faculty at MUST in October 2025. In-depth interviews were conducted with 14 fourth-year pharmacy students, and key informant interviews with three purposively selected faculty members involved in curriculum design. Data was collected using interview guides developed based on the Theoretical Domains Framework. Audio-recorded data were transcribed verbatim, cleaned and analyzed in NVivo version 14 using framework analysis.</p> Results <p>Four themes emerged. First, the current clinical training was constrained by limited clinical training exposure, preceptor shortages, and siloed learning. Second, barriers to IPE included professional hierarchy, low student confidence, scheduling conflicts, and limited simulation capacity. Third, the enablers for successful implementation included skilled facilitation, curriculum integration, institutional support, and simulation’s safe learning environment. Fourth, effective communication skills, pharmaceutical care, and interprofessional collaboration competencies were identified as essential needs for effective participation. Participants anticipated benefits for professional development and patient care from interprofessional learning.</p> Conclusion <p>Pharmacy students and faculty perceived sim-IPE as a valuable approach for addressing gaps in current clinical training and strengthening readiness for collaborative practice. The main training needs identified were communication skills, role clarity, teamwork, pharmaceutical care competencies, and confidence to contribute within interprofessional teams. Implementation will require attention to professional hierarchy, faculty preparation, curriculum integration, scheduling, and simulation resources. These findings provide practical guidance for the design of a contextually appropriate sim-IPE module for undergraduate pharmacy students in Uganda and similar resource-constrained health professions education settings.</p>

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Pharmacy students’ perspectives and training needs on simulation-based interprofessional education at a University in Southwestern Uganda: a qualitative study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年6月20日

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  • Julius Kyomya,
  • Josephine Nambi Najjuma,
  • Fredrick Atwiine,
  • Edward John Lukyamuzi,
  • Pius Musinguzi,
  • Emmanuel Maleka,
  • Samuel Maling,
  • Rose Muhindo,
  • Shewatatek Gedamu Wonde

摘要

Background

Pharmacy graduates are expected to collaborate effectively within interprofessional healthcare teams. However, current training lacks structured opportunities for interprofessional learning. Simulation-based interprofessional education (sim-IPE) offers a promising approach to address this gap. This study explored the training needs and perceptions of pharmacy students regarding sim-IPE at Mbarara University of Science and Technology (MUST).

Methods

We conducted a formative qualitative study among pharmacy students and faculty at MUST in October 2025. In-depth interviews were conducted with 14 fourth-year pharmacy students, and key informant interviews with three purposively selected faculty members involved in curriculum design. Data was collected using interview guides developed based on the Theoretical Domains Framework. Audio-recorded data were transcribed verbatim, cleaned and analyzed in NVivo version 14 using framework analysis.

Results

Four themes emerged. First, the current clinical training was constrained by limited clinical training exposure, preceptor shortages, and siloed learning. Second, barriers to IPE included professional hierarchy, low student confidence, scheduling conflicts, and limited simulation capacity. Third, the enablers for successful implementation included skilled facilitation, curriculum integration, institutional support, and simulation’s safe learning environment. Fourth, effective communication skills, pharmaceutical care, and interprofessional collaboration competencies were identified as essential needs for effective participation. Participants anticipated benefits for professional development and patient care from interprofessional learning.

Conclusion

Pharmacy students and faculty perceived sim-IPE as a valuable approach for addressing gaps in current clinical training and strengthening readiness for collaborative practice. The main training needs identified were communication skills, role clarity, teamwork, pharmaceutical care competencies, and confidence to contribute within interprofessional teams. Implementation will require attention to professional hierarchy, faculty preparation, curriculum integration, scheduling, and simulation resources. These findings provide practical guidance for the design of a contextually appropriate sim-IPE module for undergraduate pharmacy students in Uganda and similar resource-constrained health professions education settings.