Original Theory & Research

Outcomes of an Interprofessional Faculty Development Program on Knowledge and Value of Interprofessional Practice and Education



PURPOSE Health professions programs have increasingly incorporated interprofessional education (IPE) and interprofessional collaborative practice (IPCP) into their curricula, but barriers exist, including a lack of faculty understanding and buy-in. It is important for faculty to see the value of IPE and IPCP and to have equivalent baseline knowledge to train students of all health professions from first year to graduation and beyond. METHODS An interprofessional team of faculty from four institutions in central Washington engaged health professionals in a professional development program to foster role models in interprofessional collaboration for health professions students. This research explored the impact of attending a structured interactive professional development program on increasing knowledge and value of IPE. Pre- and post-program surveys were administered to health professionals who attended a 3-hour interprofessional faculty development program. RESULTS The interprofessional program was associated with increased knowledge and value of IPE, as well as greater understanding and appreciation for tools available for IPE facilitation. Participating in this interprofessional program increases knowledge and value of IPE in the Washington health care professional community. CONCLUSION This program may serve as a model for shifting cultures and views of IPE at other institutions committed to breaking down barriers associated with IPE and IPCP.


InterprofessionalCollaborationTrain the TrainerFaculty DevelopmentProfessional Development
  • Year: 2021
  • Volume: 4 Issue: 2
  • Page/Article: eP2138
  • DOI: 10.7710/2641-1148.2138
  • Published on 21 Apr 2021
  • Peer Reviewed