Interprofessional education curricula in pediatric residency programs: Survey of U.S. pediatric program directors

Abstract

Abstract Background Interprofessional teams can enhance healthcare delivery and patient care outcomes. Interprofessional collaboration is an expected subcompetency for trainees; yet, there is sparse literature describing interprofessional education (IPE) curricula specific to graduate medical education. Purpose To describe how IPE curricula is approached in pediatric residency programs in the United States. Methods A web-based survey of pediatric residency program directors (PDs) was used to assess IPE curricula characteristics, competency assessment, and evaluation methods. Results Forty-one PDs completed the survey in its entirety (21% response rate). Eighty-five percent of respondents described having IPE curricula in their residency programs, but characteristics varied widely. Fifty-six percent of PDs endorsed assessing trainee interprofessional competency development and 17% reported formal evaluation of IPE curricula. Two-thirds (68%) of PDs reported being at least somewhat satisfied with their program's IPE curricula. Conclusions Pediatric residency programs' approaches to implementation and evaluation of IPE curricula have considerable variation, frequently with a lack of formal trainee competency assessment. While program directors report overall satisfaction with IPE curricular activities, the degree of variability, lack of formalized curricula, and decreased emphasis on assessing IPC competency attainment represent areas for further investigation.