Pharmacy students' perspectives and training needs on simulation-based interprofessional education at a University in Southwestern Uganda: a qualitative study.
| Title: | Pharmacy students' perspectives and training needs on simulation-based interprofessional education at a University in Southwestern Uganda: a qualitative study. |
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| Authors: | Kyomya J; Department of Pharmacy, Faculty of Medicine, Mbarara University of Science and Technology, Mbarara City, Uganda. jkyomya@must.ac.ug.; Najjuma JN; Department of Nursing, Faculty of Medicine, Mbarara University of Science and Technology, Mbarara City, Uganda.; Atwiine F; Department of Pharmacy, Faculty of Medicine, Mbarara University of Science and Technology, Mbarara City, Uganda.; Lukyamuzi EJ; Department of Pharmacy, Faculty of Medicine, Mbarara University of Science and Technology, Mbarara City, Uganda.; Musinguzi P; Department of Nursing, Faculty of Medicine, Mbarara University of Science and Technology, Mbarara City, Uganda.; Maleka E; Department of Pharmacy, Faculty of Medicine, Mbarara University of Science and Technology, Mbarara City, Uganda.; Maling S; Department of Psychiatry, Faculty of Medicine, Mbarara University of Science and Technology, Mbarara City, Uganda.; Muhindo R; Department of Internal Medicine, Faculty of Medicine, Mbarara University of Science and Technology, Mbarara City, Uganda.; Wonde SG; Institute of Health, Jimma University, Jimma City, Ethiopia. |
| Source: | BMC medical education [BMC Med Educ] 2026 Jun 20. Date of Electronic Publication: 2026 Jun 20. |
| Publication Model: | Ahead of Print |
| Publication Type: | Journal Article |
| Language: | English |
| Journal Info: | Publisher: BioMed Central Country of Publication: England NLM ID: 101088679 Publication Model: Print-Electronic Cited Medium: Internet ISSN: 1472-6920 (Electronic) Linking ISSN: 14726920 NLM ISO Abbreviation: BMC Med Educ Subsets: MEDLINE |
| Imprint Name(s): | Original Publication: London : BioMed Central, [2001- |
| Abstract: | 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.; (© 2026. The Author(s).) |
| Competing Interests: | Declarations. Ethics approval and consent to participate: Ethical approval was obtained from the research and ethics committee of Mbarara University of Science and Technology with approval number (MUST-2025-382). The study was conducted in accordance with the Declaration of Helsinki and relevant institutional guidelines. Participation in the study was voluntary, and participants were informed of their right to withdraw at any time without consequence. Written informed consent was obtained from all participants before data collection. Additionally, verbal consent was obtained for audio recording of interviews before each interview. Consent for publication: Not applicable. Competing interests: The principal investigator teaches and assesses students in the Department of Pharmacy at Mbarara University of Science and Technology where the study was conducted. To mitigate potential bias arising from this relationship, all student interviews were conducted by an independent research assistant with no grading authority over the participants. During data analysis, investigator triangulation was employed whereby the principal investigator and the research assistant independently coded transcripts and compared coding structures, resolving discrepancies through discussion. |
| Contributed Indexing: | Keywords: Clinical Competency; Interprofessional Education; Pharmacy Education; Simulation Training; Uganda |
| Entry Date(s): | Date Created: 20260619 Latest Revision: 20260619 |
| Update Code: | 20260620 |
| DOI: | 10.1186/s12909-026-09769-5 |
| PMID: | 42321782 |
| Database: | MEDLINE |
Journal Article