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Big Ten Case Study: How Health Professions Faculty are Evaluated, Incentivized, and Rewarded for Interprofessional Education in Academia

Authors:

Andrea Pfeifle ,

The Ohio State University, US
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Kelly Karpa,

Pennsylvania State University College of Medicine, US
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Frank Ascione,

University of Michigan, US
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Zachary Weber,

Purdue College of Pharmacy, US
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Brian Sick

University of Minnesota, US
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Abstract

INTRODUCTION The number of interprofessional education (IPE) initiatives for health professions students has dramatically increased in the past few years. As a result, there is a demand for health professions faculty at higher education institutions to participate in interprofessional learning events and to engage in IPE related research. Interprofessional education occurs across health professions; however, faculty effort outside one’s own health profession may not be equally recognized or rewarded as teaching, scholarship, or service within one’s profession. This is a challenge faced by many IPE centers and programs. METHODS This study used a multiple case study design of universities across the Big Ten IPE Academic Alliance (“IPE Alliance”) (Ascione et al., 2019) to describe similarities across the IPE Alliance in terms of faculty evaluation, incentives, and rewards for participation in IPE efforts.  RESULTS Results of the study include examples of emerging successful practices, a summary of challenges experienced across institutions, and recommendations for enhancing faculty engagement in IPE. CONCLUSION Current systems for evaluating, incentivizing, and rewarding faculty for interprofessional education are modest and have an unclear impact on faculty effort. To build a sustainable IPE program, universities will need to put more emphasis on formal recognition efforts.
How to Cite: Pfeifle, A., Karpa, K., Ascione, F., Weber, Z. and Sick, B., 2022. Big Ten Case Study: How Health Professions Faculty are Evaluated, Incentivized, and Rewarded for Interprofessional Education in Academia. Health, Interprofessional Practice and Education, 4(3), p.eP2183. DOI: http://doi.org/10.7710/2641-1148.2183
Published on 01 Apr 2022.
Peer Reviewed

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