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

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.