To examine stakeholder perspectives on the organizational frameworks and mechanisms that support both planned and incidental interprofessional education (IPE) within experiential learning (EL) placements for pharmacy students in Scotland. Virtual semistructured group interviews were held with academic faculty, practice-based educators, and EL facilitators (preceptors). Audio recordings were transcribed word-for-word and subjected to thematic analysis. The study was informed by systems theory. Ethical clearance was obtained from the School of Pharmacy and Life Sciences Ethics Review Committee at Robert Gordon University.
Three overarching themes emerged: the existing context and delivery of IPE, determinants influencing IPE implementation and pharmacy student learning, and reconceptualizing current IPE approaches. Stakeholder feedback yielded important insights into presage elements associated with contextual factors (cultural, logistical, and regulatory) and how these shape IPE provision and interprofessional learning. Characteristics of EL facilitators and student pharmacists were also identified as influential. Process-related factors included illustrations of both structured and informal IPE opportunities available across community, hospital, primary care, and specialist pharmacy practice settings. Product-related factors emphasized the role of IPE in fostering collaborative competencies. Future directions should prioritize a longitudinal IPE learning continuum and improved coordination between higher education institutions, placement providers, and interprofessional practice teams. The development and implementation of new IPE curricula present notable challenges. Nonetheless, this study offers a robust evidence base to guide future initiatives, ensuring that new strategies effectively promote meaningful interprofessional learning during placement experiences.
