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Overview of Faculty Development Programs for Interprofessional Education.

Anna Ratka1, Joseph A Zorek2, Susan M Meyer3

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Summary
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This study identified five key characteristics for successful faculty development programs in interprofessional education. These findings offer guidance for creating effective programs to train health professionals in collaborative practice.

Keywords:
faculty developmenthealth professionsinterprofessional educationoverview

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Area of Science:

  • Health Professions Education
  • Interprofessional Collaboration
  • Faculty Development

Background:

  • Interprofessional education (IPE) is crucial for preparing health professionals for collaborative practice.
  • Effective faculty development is essential to support the implementation of IPE initiatives.
  • There is a need to understand the core components of successful faculty development programs for IPE.

Purpose of the Study:

  • To identify and describe the essential characteristics of faculty development programs aimed at facilitating interprofessional education.
  • To compile evidence-based recommendations for the development, delivery, and assessment of these programs.

Main Methods:

  • A comprehensive literature search was conducted across MEDLINE, CINAHL, ERIC, and Web of Science databases.
  • Keywords used included 'faculty development,' 'interprofessional education,' and 'health professions.'
  • Seventeen relevant articles were analyzed for emergent themes related to program design, delivery, participants, resources, and assessment.

Main Results:

  • Five key characteristics of successful faculty development programs for IPE emerged: strong institutional support, alignment of objectives with interprofessional competencies, focus on facilitation skills, adaptability to institutional and participant needs, and inclusion of a robust assessment strategy.
  • These characteristics provide a framework for designing and implementing effective faculty development initiatives.
  • The identified themes offer practical insights for educators and administrators.

Conclusions:

  • The identified characteristics and themes can guide the development of faculty development programs for interprofessional education.
  • Further research is needed to build a more advanced evidence base specifically for interprofessional education faculty development programs.
  • Implementing these evidence-informed characteristics can enhance the quality and impact of faculty training for IPE.