Date of Completion

2025

Document Type

Thesis

Degree Name

Bachelor of Science in Pharmacy

Keywords

Assessing interprofessional education (IPE), healthcare professionals

Abstract

Assessing interprofessional education (IPE) effectiveness is crucial for preparing future healthcare professionals to work collaboratively, ensuring effective teamwork, and optimizing patient outcomes. IPE encourages students from different healthcare fields to work together, which helps them learn important skills for their future careers, such as how to communicate, solve problems, and lead. Despite its importance, the implementation of IPE varies significantly between institutions in public and private educational settings. This study adopts a qualitative comparative-case approach to examine the implementation of IPE in private and public institutions. By analyzing institutional strategies, faculty perspectives, and administrative support, this research gives helpful insights into the strengths and challenges associated with IPE adoption. Additionally, the study explores faculty members’ understanding of IPE principles and how they influence curriculum design and instructional methods. The objectives of this study are threefold: (1) determine the teaching and institutional factors experienced by educators involved in the IPE implementation; (2) determine the perceived competencies required of health practitioners as outcomes of IPE; and (3) compare and contrast the identified teaching and institutional factors between a private and a public institution in their IPE implementation approaches. The findings will contribute to a profound comprehension of how institutional contexts shape the effectiveness of IPE programs and offer recommendations for enhancing IPE implementation across diverse educational settings. By bridging gaps in interprofessional training, this study aims to support the development of more effective educational models that prepare students for real-world healthcare collaboration. The results will provide actionable insights for educators and/or administrators and policymakers seeking to optimize IPE for improved healthcare education and patient care outcomes.

First Advisor

Romeo Luis F. Ramirez

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