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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.
Introduction:
Learning environments involving multiple health professions may provide opportunities for interprofessional learning (IPL). However, not all multiprofessional settings provide the necessary conditions to support IPL. Using the concept of professional inclusivity, this study's purpose was to explore conditions that support professionally inclusive learning environments in professional development programs, using the example of Master in Health Professions Education (MHPE) programs.
Methods:
Semistructured interviews with 14 students and faculty from 4 MHPE programs were conducted. Member checking of key themes was performed to enhance validity.
Results:
Organizing principles for supporting professionally inclusive learning environments were identified: (1) being intentional, (2) leveling the playing field, and (3) focusing on commonalities. Intentionality refers to the essential role of faculty in considering how each aspect of the program can affect inclusivity. Leveling the playing field refers to establishing a culture where students (and often faculty) are seen as equal regardless of profession. Commonalities relates to the common background of students, in both clinical and teaching experiences, and their shared educational needs.
Discussion:
Organizing principles for fostering professional inclusivity in professional development learning environments were identified. Specific recommendations for the application of these principles are provided. Professional inclusivity may be significantly valuable as a conceptual framework for further research regarding IPL.
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