Poster Presentation
Cultivating Interprofessional Education in Healthcare Through Interprofessional Education Faculty Development
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CDT
Room: Grand Central Foyer
Track:
- Innovative Approaches to Interprofessional Pedagogy and Education Science
Interprofessional Education (IPE) faculty development programs are crucial for equipping academic and clinical faculty to prepare students for interprofessional education and interprofessional collaborative practice. However, institutions and clinical practice settings lack detailed guidance on structuring faculty development programs.Goals, objectives, and purpose: This study aimed to (1) describe IPE faculty development in health professions education, (2) explore current practices and models for faculty training, (3) identify gaps in the literature, and (4) recommend steps to enhance IPE faculty development programs.Methods/Methodology: A systematic literature search using MEDLINE, EMBASE, Scopus, and CINAHL databases was conducted, followed by the completion of the PRISMA-ScR checklist. Of the 406 articles identified, 45 met the inclusion criteria. Articles were assessed for the presence of IPE faculty development programs, their design, content, pedagogical strategies, facilitator behaviors, program outcomes, and alignment with the Interprofessional Education Collaborative (IPEC) core competencies. Two independent reviewers conducted eligibility and data extraction, resolving discrepancies through consensus.Results/Findings: Most training programs were hosted by academic institutions (84%), with fewer clinical institutions (13%) or both (2%). Onsite training dominated (58%) using formats like small group sessions, role-playing, and lectures. Programs varied from single modules to multi-day workshops, focusing on IPE/IPCP skills. Assessment methods included surveys and interviews.Conclusions, implications, and/or curiosities: The diversity in IPE faculty development programs highlights the need for standardized best practices in IPE faculty training. Prioritizing IPE faculty development is vital for successful learner experiences. Further research should focus on creating comprehensive guidelines, with recommendations for faculty training including:
1. Standardized content aligned with IPEC core competencies
2. A diverse pool of trained faculty across academic and clinical settings
3. A repository of evidence-based resources
4. Shared institutional resources
5. Robust, standardized assessment tools.
References
- Babin C, Salem Y, Quiben M, Davis B. Interprofessional Education (IPE) Faculty Development - A
- Literature Review. Health, Interprofessional Practice and Education. Accepted for publication. Health,
- Interprofessional Practice and Education. 2023; 5 (2): 1–26. DOI: https://doi.org/10.61406/hipe.269
- Christianson TM, Bainbridge L, Halupa C. A pilot study on interprofessional education: how prepared are faculty to teach? Professional Development in Education. 2019; 45(4): 659–669. DOI: https://doi.org/10.1080/19415257.201 8.1474490
- Woltenberg LN, Aulisio MC, Taylor SA. Fostering an interprofessional learning community of scholars: A model for contemporary faculty development. Journal of Interprofessional Education and Practice. 2021;23:100390. DOI: https://doi.org/10.1016/j.xjep.2020.100390
- Health Professions Accreditors Collaborative. Guidance on developing quality interprofessional education for the health professions. Chicago, IL: Health Professions Accreditors Collaborative. 2019.
- Smith LJ, Mattison D, Gross, M, Trupiano, N, Fitzgerald M, Patterson, V, Ursuy P, Farris K, Najjar G, Anderson OS. A Framework and Recommendations to Recruit and Engage Faculty Facilitators for Large-Scale IPE Events. Journal of Allied Health. 2021; 50(2): 111–116.
- Ratka A, Zorek JA, Meyer SM. Overview of faculty development programs for interprofessional education. American Journal of Pharmaceutical Education. 2017;81(5). DOI: https://doi.org/10.5688/ajpe81596