Transformation of health professions education includes preparing providers with knowledge and skills for collaborative practice. Developing a successful interprofessional education (IPE) faculty development program requires understanding of current approaches and content, yet there is a lack of literature exploring and synthesizing evidence. The purpose of this scoping review was to examine, synthesize, and map sources of evidence on IPE faculty development programs including current practices and models.
A systematic literature search of published articles was compiled using four electronic databases: MEDLINE, EMBASE, Scopus (Elsevier), and CINAHL. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis extension for Scoping Reviews Checklist (PRISMA-ScR) was used. Review for eligibility and data extraction was completed by two reviewers independently. Articles were evaluated for inclusion of IPE faculty development programs, design/content overview, lessons learned, capabilities for teaching IPE, pedagogical strategies, facilitator behaviors, program outcomes, and the presence of learning objectives aligned with the Interprofessional Education Collaborative (IPEC) core competencies.
Of the 45 included studies, 58% utilized onsite training as the primary method. Various formats were employed, including small group sessions, role-playing, and lectures. Training ranged from modules to workshops spanning one to several days, covering topics like IPE/IPCP skills. Assessment methods were mainly surveys and interviews.
Considerable range of IPE faculty development programs reflect significant diversity in format, content, delivery methods, and assessment. This heterogeneity identifies the need for more guidance in best practices. The study findings support progress in IPE faculty development programs; however, additional research to provide guidelines is needed.
Recommendations to advance IPE faculty development training include: Design standardized faculty training content inclusive of and aligned with the IPEC core competencies; develop diverse clinical/academic faculty versed in these core competencies; develop a repository of evidence-based research on best IPE faculty training practices; share resources on effective IPE faculty training models; and develop standardized IPE faculty development assessment tools.
Preparation of health professions’ faculty and clinicians to teach and model IPE/CP is an important aspect of developing successful IPE/CP initiatives. By scoping the IPE literature, authors identify the heterogeneity of IPE faculty development programs, including a wide variability in the methods and assessment tools of these programs that may indicate the need for more standardized assessment tools. This review explores current practices and models for faculty training, and recommends next steps for IPE faculty development in health professions’ education programs.
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education Office of Interprofessional Continuing Professional Development (National Center OICPD). The National Center OICPD is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
As a Jointly Accredited Provider, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
The National Center OICPD (JA#: 4008105) is approved by the Board of Certification, Inc. to provide continuing education to Athletic Trainers (ATs).
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
Physicians: The National Center for Interprofessional Practice and Education designates this live activity for AMA PRA Category 1 Credits™. Physicians should only claim credit commensurate with their participation.
Physician Assistants: The American Academy of Physician Assistants (AAPA) accepts credit from organizations accredited by the ACCME.
Nurses: Participants will be awarded contact hours of credit for attendance at this workshop.
Nurse Practitioners: The American Academy of Nurse Practitioners Certification Program (AANPCP) accepts credit from organizations accredited by the ACCME and ANCC.
Pharmacists and Pharmacy Technicians: This activity is approved for contact hours.
Athletic Trainers: This program is eligible for Category A hours/CEUs. ATs should claim only those hours actually spent in the educational program.
Social Workers: As a Jointly Accredited Organization, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
IPCE: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credits for learning and change.
Learners can claim CE credit by completing the Daily Evaluation.
