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The VA Rural Interprofessional Faculty Development Initiative: a qualitative evaluation guided by the RE-AIM

Sarah Keithly1, Paige Perry2, Erica J Ho3

  • 1Center of Innovation for Veteran-Centered and Value-Driven Care, Puget Sound Health Care System, 1660 S Columbian Way, MS-152, Seattle, WA, 98108, USA. Sarah.Keithly@va.gov.

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Summary
This summary is machine-generated.

The Rural Interprofessional Faculty Development Initiative (RIFDI) effectively enhances health professions education in rural areas. This program fosters faculty development, improves educational practices, and builds lasting professional networks.

Keywords:
Faculty developmentHealth professions educationInterprofessional educationProgram evaluationRE-AIM

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Area of Science:

  • Health Professions Education
  • Faculty Development
  • Rural Healthcare Settings

Background:

  • The Department of Veterans Affairs Rural Interprofessional Faculty Development Initiative (RIFDI) is a program to enhance health professions education in rural settings.
  • This study utilized the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework to evaluate RIFDI.
  • The evaluation aimed to inform future implementations of similar faculty development programs.

Purpose of the Study:

  • To evaluate the Rural Interprofessional Faculty Development Initiative (RIFDI) using the RE-AIM framework.
  • To assess the reach, effectiveness, adoption, implementation, and maintenance of the RIFDI program.
  • To provide insights for the future development of faculty training programs in distributed healthcare environments.

Main Methods:

  • A descriptive qualitative study design was employed.
  • Interviews were conducted with participants from four RIFDI cohorts at various stages of completion.
  • Data were analyzed using rapid qualitative analysis, synthesized according to RE-AIM framework domains.

Main Results:

  • Forty-one participants completed 49 interviews across mid-program, program end, and post-program stages.
  • Participants were primarily nominated and motivated by professional development opportunities and interest in education.
  • Reported benefits included improved educational expertise, practice, networking, and institutional knowledge; adoption was influenced by leadership support and institutional barriers.
  • The curriculum was effective in developing competencies and networks, with blended learning and skilled facilitators aiding implementation.
  • Post-program, participants maintained use of acquired knowledge and skills, relationships, and professional opportunities.

Conclusions:

  • RIFDI serves as a valuable model for interprofessional faculty development in distributed healthcare settings.
  • The program's blended curriculum effectively supports knowledge and skills development and community building.
  • Institutional support is crucial for program reach and adoption, while interprofessional networks and blended learning enhance effectiveness, implementation, and maintenance.