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Professional Inclusivity: Creating Professional Development Learning Environments to Facilitate Learning Across the

Maura N Polansky1,2,3, Jascha de Nooijer1,2,3, Goetz Fabry1,2,3

  • 1Dr. Maura N. Polansky: Clinical Professor, Department of Medical Education, University of Illinois, Chicago, IL, U.S.A.

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|March 9, 2026
PubMed
Summary
This summary is machine-generated.

Creating inclusive learning environments in health professions education requires intentional faculty effort, equal treatment for all students, and a focus on shared experiences. These principles foster effective interprofessional learning (IPL).

Keywords:
belongingcontinuing professional developmentfaculty developmenthealth professions educationinterprofessional learningprofessional inclusivity

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Area of Science:

  • Health Professions Education
  • Interprofessional Learning
  • Professional Inclusivity

Background:

  • Multiprofessional settings can offer interprofessional learning (IPL) opportunities.
  • However, not all multiprofessional settings effectively support IPL.
  • Professional inclusivity is key to optimizing these learning environments.

Purpose of the Study:

  • To explore conditions supporting professionally inclusive learning environments.
  • Focus on professional development programs, specifically Master in Health Professions Education (MHPE) programs.

Main Methods:

  • Conducted semistructured interviews with 14 students and faculty.
  • Included participants from 4 MHPE programs.
  • Used member checking to enhance the validity of key themes.

Main Results:

  • Identified three organizing principles for inclusive learning environments: intentionality, leveling the playing field, and focusing on commonalities.
  • Intentionality involves faculty actively considering inclusivity in program design.
  • Leveling the playing field means fostering equality among students and faculty, irrespective of profession.

Conclusions:

  • Identified key principles for fostering professional inclusivity in health professions development programs.
  • Provided recommendations for applying these principles.
  • Professional inclusivity offers a valuable framework for future IPL research.