Priorities, strategies, and accountability measures in interprofessional education

The purpose of this pilot study was to identify the priorities, strategies, and accountability measures for interprofessional education (IPE) being used by health professions programs, allied health colleges, and/or universities.

An electronic survey was sent to 114 deans, associate deans, and directors (program, clinical education, graduate studies) at six institutions with allied health programs, including three academic medical centers and three comprehensive public institutions. The survey consisted of basic demographic questions and questions assessing knowledge of the Interprofessional Education Collaborative (IPEC) concepts of IPE, program-specific accreditation requirements for IPE, and institutional priorities, strategies, and accountability measures for IPE activities.

An overall response rate of 50% (57/114) was achieved with representation from a total of 34 different allied health programs. Chi-squared statistics showed statistically significant differences (p<0.05) between the frequencies of survey responses and institutional types in the inclusion of IPE in the college/school's vision, the physical space available to accommodate IPE needs, and the commitment to set aside time for IPE.

This study found that there is not a clear mandate or direction from most allied health disciplinary accrediting bodies for IPE. While there appears to be distinct movement by institutions to hold programs accountable for IPE and to integrate IPE into the curricula, barriers remain that have slowed the desired degree of implementation of an interprofessional curricula. While institutions, college, and/or programs may be slow to formally include IPE in its vision, this study found that, in general, support is being provided for IPE activities.