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Faculty attitudes about interprofessional education.

Gary L Beck Dallaghan1, Erin Hoffman2, Elizabeth Lyden3

  • 1Office of Medical Education, College of Medicine, University of Nebraska, Omaha, NE, USA; gbeck@unmc.edu.

Medical Education Online
|July 1, 2016
PubMed
Summary
This summary is machine-generated.

Faculty generally have positive attitudes towards interprofessional education (IPE). However, scheduling conflicts and lack of awareness are key barriers hindering participation in IPE activities.

Keywords:
attitudesbarriersfacultyinterprofessional education

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Area of Science:

  • Healthcare Education
  • Interprofessional Collaboration
  • Faculty Development

Background:

  • Interprofessional education (IPE) is crucial for training healthcare professionals.
  • Limited research exists on faculty attitudes and perceived barriers to IPE participation.
  • This study aimed to identify faculty attitudes towards IPE and barriers to engagement in campus-wide IPE activities.

Observation:

  • Faculty demonstrated positive attitudes towards IPE, suggesting attitudes are not a primary barrier.
  • The Nebraska Interprofessional Education Attitudes Scale (NIPEAS) was used to assess attitudes.
  • Perceived barriers were identified through questionnaire and open-ended questions.

Findings:

  • Common barriers included scheduling conflicts, lack of departmental support, and low awareness of IPE events.
  • Qualitative data revealed scheduling conflicts stem from competing priorities.
  • Additional barriers noted were activity relevance, location, and previous negative experiences.

Implications:

  • Positive faculty attitudes create an opportunity to address identified barriers.
  • Modifying IPE activities to be smaller, longitudinal, curriculum-embedded, and authentic can enhance participation.
  • Addressing barriers is essential for optimizing the effectiveness of IPE initiatives.