Barriers perceived by university faculty in implementing interprofessional education: A scoping review protocol

Area of Science:

• Health Professions Education
• Interprofessional Collaboration
• Curriculum Development

Background:

• Interprofessional Education (IPE) is vital for enhancing health professional collaboration and patient outcomes.
• University implementation of IPE faces significant barriers, primarily perceived by faculty.
• Understanding these barriers is essential for successful IPE integration into higher education.

Purpose of the Study:

• To map and synthesize existing literature on barriers perceived by university faculty regarding IPE implementation.
• To identify common themes, causes, and proposed solutions for faculty-perceived IPE barriers.
• To inform future interventions and research aimed at enhancing IPE in academic settings.

Main Methods:

• A scoping review protocol following Joanna Briggs Institute methodology and PRISMA-ScR guidelines.
• Comprehensive literature search across major databases (PubMed, Embase, CINAHL, Scopus, Web of Science, Google Scholar).
• Thematic synthesis and advanced topic modeling using the OCTIS framework for data analysis.

Main Results:

• The review will provide a comprehensive overview of faculty-perceived barriers to IPE implementation.
• Analysis will reveal key themes, underlying causes, and documented strategies to overcome these challenges.
• Insights will highlight the landscape of faculty experiences with IPE integration.

Conclusions:

• Identifying and addressing faculty-perceived barriers is critical for advancing Interprofessional Education in universities.
• This scoping review will offer evidence-based insights to guide the development of effective IPE strategies.
• The findings aim to facilitate the successful integration of IPE into higher education curricula, ultimately improving healthcare delivery.