Investigating Interprofessional Education (IPE) Faculty Development Programs within United States IPE Centers

Abstract

Purpose

Interprofessional education (IPE) faculty development is vital for fostering IPE and collaborative practice initiatives. To our knowledge, there are no original research studies that describe the IPE faculty development in U.S. IPE Centers. The purpose of this study is to identify, describe, and expand the knowledge on IPE faculty development programs occurring within current IPE Centers in the U.S. through evidence-based research.

Methods

An electronic survey was distributed by email to 185 contacts for IPE Centers listed on the National Center for Interprofessional Practice and Education website. Descriptive statistics were performed on all closed-ended questions. The authors identified respondents’ open-ended comments and major thematic areas.

Results

Out of 169 deliverable emails, 70 responded to the survey and 57 met the inclusion criteria and completed the survey. Thirty-seven respondents (65 %) indicated that their institution/organization have a central IPE office and have dedicated staff/personnel. Thirty-eight respondents (67 %) reported that their institution/organization has an IPE faculty development program/activities. Almost all respondents (94 %) reported including training in the IPEC Core Competency areas. Length, format, and assessment results were varied.

Conclusions

This study provides valuable insights about IPE faculty development programs in the U.S. that may guide existing and developing IPE faculty development programs. The findings highlight the importance of institutional/organizational support, coordination mechanisms, and the need for standardized assessments in advancing the goals of IPE. Authors provide recommendations that may enhance the development, implementation, and sustainability of IPE faculty development.