Abstract
This study presents the design, implementation, and lessons learned from 2 fit-for-purpose online interprofessional faculty development programs for educational practice improvement in the health professions in Chile and the United Kingdom from 2018 to 2021. Both programs were designed to enhance teaching and learning practices in an interprofessional environment based on 4 pillars: professional diversity, egalitarianism, blended/online learning, and active learning strategies. A multidisciplinary mix of educators participated, showing similar results. The 3 main lessons learned were that the following factors facilitated an interprofessional environment: a professions-inclusive teaching style, a flexible learning climate, and interprofessional peer work. These lessons may be transferable to other programs seeking to enhance and support interprofessionality. Faculty development initiatives preparing educators for interprofessional practice should be an integral component of health professions education, as delivering these courses within professional silos is no longer justifiable. As the relevance of interprofessional education grows, an effective way of promoting interprofessonal education is to train the trainers in formal interprofessional settings.
Highlights
Background/rationale Well-designed interprofessional education (IPE) programs among learners in the health professions have been found to foster professional practice, teamwork, communication, and valuing the role of others in the healthcare team [1,2]
Poorly planned and delivered IPE initiatives may generate reluctance to engage in interprofessional collaboration and reinforce stereotypes
Educator preparation has been reported as a critical factor supporting IPE success, especially considering the integration of IPE into accreditation standards across disciplines [4]
Summary
Background/rationale Well-designed interprofessional education (IPE) programs among learners in the health professions have been found to foster professional practice, teamwork, communication, and valuing the role of others in the healthcare team [1,2]. To foster an optimal IPE environment, educators themselves need to support IPE and ideally to have experienced IPE in order to model the best educational methods and practices [5]. This points to the need for advanced educational training, as the design and facilitation of interprofessional learning activities require significant educator preparation to ensure the correct level and allow all professional groups to contribute and learn with, from, and about each other.
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