Beyond Disciplines: The Faculty Identity Challenge in Interprofessional Education

Interprofessional education (IPE) often fails to bridge the gap between student transformation and faculty disciplinary silos. This article examines the paradox of educators teaching collaboration while maintaining rigid professional identities. Faculty members traditionally derive authority from disciplinary expertise, which can unintentionally reinforce educational fragmentation. True interprofessional transformation requires a shift from transmitting specialized knowledge to facilitating collective learning. We propose that faculty development must move beyond activity-based training to support deep reflection on professional identity. Successful IPE depends on educators who model distributed leadership and shared expertise.