Transition from professional silos to interprofessional collaboration, are pharmacy students interested? - A cross-sectional attitudinal study in a Nigerian University Showande Segun Johnson K. Department of Clinical Pharmacy and Pharmacy Administration, Faculty of Pharmacy, University of Ibadan sj.showande@ui.edu.ng; pharmseg@yahoo.com Presented at the Royal Pharmaceutical Society of Great Britain 2015 Conference at International Convention Centre Birmingham Background Interprofessional learning (IPL) promotes collaborative practices and improves quality of care[1] but the existence of professional silos, a self-centered approach to professional education and practice, prevents collaboration among health professionals, hampering patient care and health outcomes[1]. This study was aimed at assessing pharmacy students’ attitudes towards IPL and collaboration Methods A cross-sectional study conducted at the University of Ibadan between July and August 2014 involving all consented undergraduate pharmacy students, aged 16 years and above, from the first to the fourth (final) professional year. Participants completed a self-administered questionnaire using the validated Readiness for Interprofessional Learning Scale (RIPLS) and Interdisciplinary Education Perception Scale and Subscale (IEPSS).[2] The IEPSS evaluate attitudes about team collaboration for the students’ own profession while RIPLS assess students’ own attitude towards IPL. Both scales have four subscales as described in Table 1. Mean and percentage scores were calculated for the items under each subscale (Table 1). The study was approved by the Ethics Committee. Results Number of participants 266 (85.26%). Mean age - 17 ± 2.53 years. Female students - 150 (56.39%). Pharmacy students showed positive attitude to IPL and agreed that it is necessary to improve: Interprofessional relationships 230 (86.47%), Collaborations 221 (83.08%), Communication skills 223 (83.84%) Patient care 246 (92.48%). Students tendencies towards professional silos: Pharmacy professionals are self-sufficient 147 (55.26%), Have higher status 42 (15.79%) and Need to acquire more knowledge than other health professionals 121 (45.49%). Discussion The need for integrated professional health care in improving outcomes calls for interprofessional education of health professionals to foster seamless future collaborations[1]. Since the pharmacy students are interested in interprofessional collaboration, inclusion of IPL in the pharmacy school curricula may be the panacea to eradicate professional silos attitude noticed among these students. Table 1: Summary of scores for pharmacy students’ attitudinal responses to RIPLS and IEPSS (n=266) Summary of attitudinal responses Number of items in each subscale Avrg. Min – Avrg. Max possible score Mean score (SD) Average percentage score RIPLS subscales Teamwork and collaboration Students agreed that shared learning improves patient care, interprofessional relationship, communication skills, positive attitude towards other professions and understanding of professional limitations. 9 9 - 45 37.16 (5.83) 82.58% Negative professional identity Students agreed that learning with others is necessary, not a waste of time and improves communication skills. 3 3 - 15 12.04 (2.25) 80.27% Positive professional identity Students agreed that shared learning improves communication with patients, makes better team worker and foster collaboration. 4 4 -- 20 16.20 (2.61) 81.00% Roles and responsibility Students agreed that awareness of professional role and the need to acquire more knowledge and skills than other health care students is necessary. 7.75 (2.16) 51.67% IEPSS subscales Competency and autonomy Students agreed that pharmacy professionals are well trained, self-sufficient, positive about goals and accomplishments and earn the respect of others. 8 8 - 48 36.70 (6.35) 76.46% Perceived need for cooperation Students agreed that there is the need for cooperation and mutual dependency with other professions. 2 2 - 12 8.49 (1.62) 70.75% Perception of actual cooperation Students agreed that pharmacy professionals are willing to share information and resources, they have good rapport with others and esteem other professions 5 5 - 30 22.30 (4.47) 74.33% Understanding of others’ values Students agreed that pharmacy professionals have higher status than others and seek to understand the capability of others.  3 - 18 12.48 (2.39) 69.33% Avrg. - average, Min – minimum, Max – maximum, Average percentage score = (mean score) x (100) /Average maximum possible score. References: 1. Long T, Dann S, Wolff ML, Brienza RS. Moving from silos to teamwork: integration of interprofessional trainees into a medical home model. J Interprof Care. 2014;28(5):473–4. 2. Lie DA, Fung CC, Trial J, Lohenry Kevin. A comparison of two scales for assessing health professional students’ attitude towards interprofessional learning. Med Educ Online. 2013;18:21885.