Interprofessional Education and Practice Guide No. 1: Developing faculty to effectively facilitate interprofessional education

• Published in: Journal of interprofessional care Vol. 29; no. 1; pp. 3 - 7
• Main Authors: Hall, Leslie Walter, Zierler, Brenda K.
• Format: Journal Article
• Language: English
• Published: England Informa UK Ltd 01.01.2015; Informa Healthcare
• Subjects: Academic Medical Centers; Clinical Competence; Cooperative Behavior; Curriculum; Faculty - organization & administration; Faculty development; Health Personnel - education; Humans; interprofessional collaboration; interprofessional education; Interprofessional Relations; Leadership; Original; Peer Group; Problem-Based Learning; Program Development; Program Evaluation; Staff Development - organization & administration; team-based care; interprofessional education; team-based care; Faculty development; interprofessional collaboration
• ISSN: 1356-1820; 1469-9567
• DOI: 10.3109/13561820.2014.937483

Abstract With the growth of interprofessional education (IPE) and practice in health professional schools, faculty members are being asked to assume new roles in leading or delivering interprofessional curriculum. Many existing faculty members feel ill-prepared to face the challenges of this curricular innovation. From 2012-2013, University of Missouri - Columbia and University of Washington partnered with six additional academic health centers to pilot a faculty development course to prepare faculty leaders for IPE. Using a variety of techniques, including didactic teaching, small group exercises, immersion participation in interprofessional education, local implementation of new IPE projects, and peer learning, the program positioned each site to successfully introduce an interprofessional innovation. Participating faculty confirmed the value of the program, and suggested that more widespread similar efforts were worthwhile. This guide briefly describes this faculty development program and identifies key lessons learned from the initiative. Peer learning arising from a faculty development community, adaptation of curricula to fit local context, experiential learning, and ongoing coaching/mentoring, especially as it related to actual participation in IPE activities, were among the key elements of this successful faculty development activity.