Evaluating Interprofessional Education Competencies in Nursing and Pharmacy Students During an Interprofessional Problem-Based Learning Activity: A Quasi-Experimental Study

Hailah Almoghirah,1 Rana Aljadeed,1 Khulud Khalid Almutairi,2 Raeed Alanazi,3 Asma Abdulrahman Alfarhan,1 Wael Mansy,1 Basma Y Kentab,1 Latifah Almater,2 Ghada A Bawazeer,1 Haya M Almalag1 1Department of Clinical Pharmacy, College of Pharmacy, King Saud University, Riyadh, Saudi Arabia; 2Department of Medical Surgical Nursing, College of Nursing, King Saud University, Riyadh, Saudi Arabia; 3Department of Nursing Administration and Education, College of Nursing, King Saud University, Riyadh, Saudi ArabiaCorrespondence: Hailah Almoghirah, Department of Clinical Pharmacy, College of Pharmacy, King Saud University, Riyadh, Saudi Arabia, Email halmoghairah@ksu.edu.saBackground: Interprofessional education (IPE) is essential for preparing healthcare students to collaborate effectively in clinical practice. However, empirical evidence on IPE outcomes among nursing and pharmacy students in Saudi Arabia remains limited.Objective: To evaluate the impact of a structured interprofessional problem-based learning (PBL) activity on nursing and pharmacy students’ interprofessional attitudes, teamwork behaviors, and knowledge in addition to exploring students’ reflections on the learning experience.Methods: A quasi-experimental study was conducted with 201 intermediate-level students at King Saud University. Students participated in a one-hour interprofessional PBL session built around a shared clinical case, preceded by a recorded briefing and ice-breaker activity. The following assessment strategies were employed: The Interprofessional Attitudes Scale (IPAS), the Individual Teamwork Observation and Feedback Tool (iTOFT), knowledge and retention assessments, and students’ reflective evaluations of the experience.Results: IPAS scores indicated generally positive attitudes toward interprofessional collaboration, although lower scores in interprofessional bias suggested that some stereotypes persisted. iTOFT ratings showed high levels of effective teamwork. Thematic analysis of reflections revealed perceived gains in communication, understanding of roles and responsibilities, teamwork, and ethical practice. Students also identified challenges related to timing, group size, and logistical organization, and recommended clearer instructions, smaller groups, better scheduling, and inclusion of additional health professions. Knowledge scores were high immediately post-activity but showed a modest decline at three months, with one item related to understanding professional roles improving over time.Conclusion: A single, structured interprofessional PBL activity may foster positive interprofessional attitudes, support observable teamwork behaviors, and enhance understanding of professional roles. Nonetheless, residual biases, partial knowledge decay, and logistical challenges highlight the need for longitudinal, well-integrated IPE activities involving multiple disciplines. These findings may support the ongoing attempts for integration and enhancement of IPE within health professions curricula that may prepare students to better collaborative, and patient-centered care.Keywords: collaboration, interprofessional education, pharmacy, problem-based activity, nursing