Interprofessional education faculty development survey: Perspectives on IPE and collaborative practice and COVID-19.

Area of Science:

• Health Professions Education
• Interprofessional Education
• Medical Education

Background:

• COVID-19 pandemic necessitated a rapid transition to remote learning for health profession students.
• This shift presented unique challenges for interprofessional education (IPE) and preparing students for collaborative practice.
• Educators needed to adapt IPE strategies to a virtual environment.

Purpose of the Study:

• To investigate the impact of the COVID-19 pandemic on interprofessional education (IPE) practices.
• To identify faculty development needs related to remote IPE delivery.
• To explore future implementation strategies for IPE and collaborative practice.

Main Methods:

• A survey was distributed to faculty and staff across 10 health sciences schools at the University of Michigan.
• The survey assessed the use of IPE competencies before, during, and after the pandemic.
• Respondents reported on development needs and ideas for future IPE implementation.

Main Results:

• 56% of respondents indicated their ability to teach IPE competencies was affected by pandemic-related changes.
• Significant differences were observed in the incorporation of IPE competencies before, during, and after the pandemic.
• Technology integration and faculty development were identified as key challenges and needs.

Conclusions:

• The pandemic significantly altered the delivery and practice of interprofessional education (IPE).
• There is a clear need for faculty development to support remote and hybrid IPE.
• Leveraging virtual, case-based learning and enhancing inter-institutional collaboration are crucial for future IPE success.