Nurul Athirah Hasdan, Ahmed Osman Ahmed Mohamed Yehia Naguib, Nor Hidayah Mohd Taufek
Introduction: Current health sciences education is increasingly focused on the transition from traditional didactic methods to innovative pedagogical frameworks. While the introduction of interprofessional education (IPE) initiatives in Malaysian teaching hospitals has demonstrated success in fostering students' collaborative competencies, the broad implementation of IPE remains uneven. This study aimed to delve into pharmacy students’ experiences, perceptions, and recommendations on an IPE implementation activity during clinical attachments. Methods: A descriptive qualitative study was conducted using in-depth, semi-structured online interviews with the final year pharmacy students from Kulliyyah of Pharmacy, IIUM. Purposive sampling was used to recruit students who joined an IPE activity between March and May in 2024. The data collected via a validated guide during the interviews were analysed thematically to identify key patterns and themes. Coding was performed by two researchers, with initial coding was further AI-enhanced. Results and discussion: Seven final-year pharmacy students accepted the invitation to share their experiences, emerging four distinct themes namely; 1) curricular design and structural challenges, 2) role clarity & interprofessional understanding, 3) impact on learning & competency and 4) personal barriers and educational support. Ward rounds and bedside teaching were highly valued, though challenges included scheduling conflicts, limited exposure and inadequate case preparation. Supportive instructors and collaborative peer interactions recognised as key factors facilitating the learning process. Conclusion: Pharmacy students highly valued IPE and highlighted that an early, structured, and longitudinal integration of IPE in the curriculum is necessary to enhance collaborative competencies and professional development.