Faculty development programme grounded in an interprofessional collaboration: shaping teaching practices

Effective teaching in health professions education is essential for preparing competent graduates and promoting safe, high-quality clinical care. Faculty development is a key strategy for enhancing teaching competencies and fostering change in educational practices. It is increasingly recognized that peer learning can contribute to the intended outcomes in faculty development. However, it remains unexplored how and in what ways interprofessional collaboration can further strengthen these programs. This study aims to examine how participation in interprofessional faculty development influences educators' reactions and self-reported learning, and how this experience shapes their subsequent learning and teaching practices.

We conducted a qualitative descriptive study, grounded in a constructivist paradigm, at a higher education institution in Brazil. A purposive sample included 16 health professions educators who participated in a mandatory faculty development program between the second semester of 2024 and the first semester of 2025. The group was diverse in terms of professional background, consisting of nurses, physiotherapists, nutritionists, dentists, and physicians. Data were collected through three face-to-face, semi-structured focus group interviews and analyzed inductively using thematic analysis.

Three themes emerged: (1) Faculty development as a starting point for becoming a teacher and developing a teaching identity; (2) Learning with educators from other professions broadened perspectives on teaching; (3) Collaboration across different health professionals shaped and transformed teaching practice.

By promoting active interprofessional collaboration and exchanges, the program enhanced educators' confidence and professional identity as teachers. Interprofessional collaboration was a key driver for refining and transforming teaching practices.