Evaluating Multidisciplinary Learning in Pharmacy Education: Insights from Southern Nigeria

Background: Pharmacy practice has increasingly focused on pharmaceutical care from traditional product-centred approaches, and now emphasizing multidisciplinary patient management, which requires a collaborative, multidisciplinary approach. This has necessitated a reassessment of the pharmacy training curricula. This study thus aimed to evaluate pharmacy educators' perceptions of implementing a multidisciplinary learning approach within the Bachelor of Pharmacy curriculum in Southern Nigeria.

Methods: A mixed-method approach was used, combining quantitative and qualitative techniques in obtaining data for this study. The quantitative component employed a descriptive design where multi-stage sampling was used to select pharmacy educators from various Faculties of Pharmacy in Southern Nigeria. The qualitative component involved key informant interviews (KIIs) with Deans of Pharmacy Faculties, using a narrative design to gather insights on the multidisciplinary applicability, challenges, and curriculum relevance of the learning approach. Descriptive statistics were developed for the quantitative responses, while the thematic content analysis was used to analyse responses from the KIIs.

Results: The majority of pharmacy educators supported the multidisciplinary learning approach, believing it could address deficiencies in patient care education. Identified challenges included insufficient manpower (52%) and resistance from other healthcare team members (42%). The approach was perceived as being relevant for improving patient care experiences (72%), problem-solving skills (72%), and evidence-based pharmacotherapy (68%). Additionally, issues such as outdated teaching methods (56%) and a lack of e-learning systems (52%) were also noted. Thematic analysis identified five key themes: holistic educational approach, development of practical proficiency, navigating educational challenges, curriculum dynamics, and integration of educational components.

Conclusion: The study underscores the need for a multidisciplinary integrated curriculum that encompasses multiple departments within the Faculty of Pharmacy to enhance pharmacy education and pharmaceutical care. While the emphasis has been on practical patient care skills, there is a need for a broader approach to address other aspects of pharmacy practice and current challenges effectively.