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Motivation, Collaboration, and Logistics Facilitate Interprofessional Education in Physician Assistant Programs
1Wendy Hoon Langen, PhD, MCMSc, PA-C, is an associate professor and the assistant program director of the Physician Assistant Program within the College of Health Professions and Medical Science at Barry University in Miami, Florida.
Introduction:
The purpose of this study was to identify physician assistant (PA) program characteristics that predict interprofessional education (IPE) practice and contribute to the development of synergistic relationships across different health care education programs.
Methods:
This concurrent explanatory mixed methods study was designed to elucidate relationships between IPE and PA program characteristics. Quantitative data provided by the PA Education Association from the 2019 Didactic Survey were explored for correlations between program characteristics and IPE. Concurrently, a purposeful sample of 7 PA educators contributed qualitative data via semistructured interviews, which were analyzed from a phenomenological perspective.
Results:
Although no statistically significant predictive relationships were found among IPE ratio of the curriculum and program characteristics, qualitative data revealed themes of logistics, motivation, and collaboration.
Discussion:
Study findings illuminate strategies for creating synergies that support successful IPE. Programs and institutions may increase IPE practice experiences for their students through the motivation of educators and leaders. Considering the diversity of PA programs, sharing ways to facilitate more collaboration among health care educators can increase IPE practice in PA education.
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