Abstract
Interprofessional education (IPE) is now recognized as an important initiative to prepare the next generation of health providers. Although IPE has been embraced by many institutions, faculty development still remains an issue. In this manuscript, the authors share their story of one attempt to educate a variety of health science faculty on IPE in what was perceived as an approachable venue. The story of its epic failure and lessons learned will be shared to help others avoid similar pitfalls.
Highlights
Since interprofessional education (IPE) and collaborative practice has emerged as a key hot topic and is infused in the accreditation guidelines for many health professions, faculty development in this area is an evident need
As an academic institution with significant complexities including eight health professions programs, multiple health sciences schools and colleges and an academic health partner that retains physician employment, the issue of faculty development for IPE seemed almost impossible at our institution
The team rolled out the course identifying its benefits, similar to those the students identified including 1) the course is self-paced allowing learners to sit down and engage at their own pace; 2) the course provides a general overview of information on how to collaborate on a healthcare team geared towards multiple health professions; and
Summary
Since interprofessional education (IPE) and collaborative practice has emerged as a key hot topic and is infused in the accreditation guidelines for many health professions, faculty development in this area is an evident need. In order to promote buy-in and offer a benefit to faculty and clinicians, the team pursed continuing education for the online IPE faculty development course from the Joint Accredited program. The team rolled out the course identifying its benefits, similar to those the students identified including 1) the course is self-paced allowing learners to sit down and engage at their own pace; 2) the course provides a general overview of information on how to collaborate on a healthcare team geared towards multiple health professions; and. The course was distributed and the team had high hopes, proud of the product that had been produced and believing it would help faculty become more proficient in IPE
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