Findings from a mixed-methods study of an interprofessional faculty development program

Abstract

Forty faculty members from eight schools participated in a year-long National Faculty Development Program (NFDP) conducted in 2012-2013, aimed at developing faculty knowledge and skills for interprofessional education (IPE). The NFDP included two live conferences. Between conferences, faculty teams implemented self-selected IPE projects at their home institutions and participated in coaching and peer-support conference calls. This paper describes program outcomes. A mixed methods approach was adopted. Data were gathered through online surveys and semi-structured interviews. The study explored whether faculty were satisfied with the program, believed the program was effective in developing knowledge and skills in designing, implementing, and evaluating IPE, and planned to continue newly-implemented IPE and faculty development (FD). Peer support and networking were two of the greatest perceived benefits. Further, this multi-institutional program appears to have facilitated early organizational change by bringing greater contextual understanding to assumptions made at the local level that in turn could influence hidden curricula and networking. These findings may guide program planning for future FD to support IPE. © 2016 Taylor & Francis.

Keywords

Author Keywords

qualitative Evaluation interviews Mixed methods Faculty development Interprofessional team-based care

Index Keywords

learning female human male Humans Vocational education curriculum university education leadership health care personnel Health Personnel organization and management Faculty personnel management Staff Development Education, Professional public relations Interprofessional Relations

Author Affiliations

School of Nursing, University of Washington, Seattle, WA, United States

School of Medicine, Indiana University Bloomington, Bloomington, IN, United States

University of Kentucky College of Pharmacy, Lexington, KY, United States

University of South Carolina School of Medicine Columbia, Columbia, SC, United States

Funding & Acknowledgements

Hearst Foundations

We would like to acknowledge the support of all participants in the National Faculty Development, including: the NFDP Member Check Team (James Ballard, Amy Blue, Leslie Hall, Eric Johnson, Valentina Brashers, Brenda Zierler). We would also like to acknowledge Barbara Brandt for her insights into broader implications of this work in relation to the National Center for Interprofessional Practice and Education (Nexus). The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article. This work was funded by grants from the Josiah Macy Jr. Foundation (Grant Number B12-04: Interprofessional Faculty Development in Team-Based Care) and the Hearst Foundations.

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Findings from a mixed-methods study of an interprofessional faculty development program

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