A preliminary exploration of the impact of accreditation on interprofessional education using a modified Delphi analysis

Abstract

The efforts of accrediting bodies to guide interprofessional practice and education (IPE) efforts has expanded significantly, resulting in a collective attempt to make accreditors' expectations more uniform. This study explored the perceptions of a diverse set of IPE leaders about the impact of these emerging consensus accreditation expectations on their collective attempts to advance IPE efforts at their respective institutions. Case descriptions of IPE accreditation efforts at five different universities were prepared and reviewed by an expert panel of IPE leaders, using the Delphi method to reach consensus. There was agreement among expert panel members that accreditors are supporting IPE efforts, but the expectations reflected in profession-specific accreditation documents are still not uniform. Consistency was noted in the desire for a longitudinal curriculum and assessment process, but the specific expectations varied among accrediting bodies. Faculty were noted to be key to ensuring that accreditors’ expectations were being met, especially in cooperation with university administration.