Epic failure: Lessons learned from interprofessional faculty development

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Abstract

Interprofessional education (IPE) is now recognized as an important initiative to prepare the next generation of health providers. Although IPE has been embraced by many institutions, faculty development still remains an issue. In this manuscript, the authors share their story of one attempt to educate a variety of health science faculty on IPE in what was perceived as an approachable venue. The story of its epic failure and lessons learned will be shared to help others avoid similar pitfalls.

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Barriers and enablers that influence sustainable interprofessional education: a literature review.

Tanya Lawlis, Judith Anson, David Greenfield (2014)

The effective incorporation of interprofessional education (IPE) within health professional curricula requires the synchronised and systematic collaboration between and within the various stakeholders. Higher education institutions, as primary health education providers, have the capacity to advocate and facilitate this collaboration. However, due to the diversity of stakeholders, facilitating the pedagogical change can be challenging and complex, and brings a degree of uncertainty and resistance. This review, through an analysis of the barriers and enablers investigates the involvement of stakeholders in higher education IPE through three primary stakeholder levels: Government and Professional, Institutional and Individual. A review of eight primary databases using 21 search terms resulted in 40 papers for review. While the barriers to IPE are widely reported within the higher education IPE literature, little is documented about the enablers of IPE. Similarly, the specific identification and importance of enablers for IPE sustainability and the dual nature of some barriers and enablers have not been previously reported. An analysis of the barriers and enablers of IPE across the different stakeholder levels reveals five key "fundamental elements" critical to achieving sustainable IPE in higher education curricula.

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Reducing barriers to interprofessional training: promoting interprofessional cultural competence.

Otima Doyle, Edward Pecukonis, D Z Bliss (2008)

The need to train health professionals who can work across disciplines is essential for effective, competent, and culturally sensitive health care delivery. By its very nature, the provision of health service requires communication and coordination between practitioners. However, preparation for interdisciplinary practice within the health care setting is rare. The authors argue that the primary reason students are not trained across disciplines is related to the diverse cultural structures that guide and moderate health education environments. It is further argued that this profession specific "cultural frame" must be addressed if there is any hope of having interprofessional education accepted as a valued and fully integrated dimension of our curriculum. Each health discipline possess its own professional culture that shapes the educational experience; determines curriculum content, core values, customs, dress, salience of symbols, the meaning, attribution, and etiology of symptoms; as well as defines what constitutes health, wellness and treatment success. Most importantly, professional culture defines the means for distributing power; determines how training should proceed within the clinical setting; and the level and nature of inter-profession communication, resolution of conflicts and management of relationships between team members and constituents. It might be said that one factor limiting interdisciplinary training is profession-centrism. If we are to achieve effective and fully integrated interdisciplinary education, we must decrease profession-centrism by crafting curriculum that promotes interprofessional cultural competence. The article explores how to promote interprofessional cultural competence within the health education setting.

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Keys to successful implementation of interprofessional education: learning location, faculty development, and curricular themes.

Alok Bhushan, S Buring, Susan Conway … (2009)

Although there is evidence to support implementing interprofessional education (IPE) in the health sciences, widespread implementation in health professions education is not yet a reality. Challenges include the diversity in location and settings of schools and colleges, ie, many are not located within an academic health center. Faculty members may not have the necessary skill set for teaching in an IPE environment. Certain topics or themes in a pharmacy curriculum may be more appropriate than others for teaching in an IPE setting. This paper offers solutions to teaching IPE in diverse settings, the construct for implementing a faculty development program for IPE, and suggested curricular topics with their associated learning objectives, potential teaching methods, and timelines for implementation.

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Author and article information

Contributors

Joy Doll: joydoll@creighton.edu

Bio :

Joy Doll

OTD, OTR/L, is the executive director of Creighton’s Center for Interprofessional Practice, Education and Research (CIPER) and an occupational therapist. As the director, Joy Doll helps facilitate interprofessional education and collaborative practice for the university in partnership with the academic health partner, CHI Health.

Anna Maio:

Bio :

Anna Maio

MD, is a physician and the director of Interprofessional Faculty Development for Creighton’s Center for Interprofessional Practice, Education and Research (CIPER). She is a practising physician for CHI Health focused on internal medicine and a long time medical educator.

Meghan Potthoff:

Bio :

Meghan Potthoff

PhD, APRN-NP, is the co-director for the Interprofessional Education Passport for Creighton’s Center for Interprofessional Practice, Education and Research (CIPER) and a paediatric nurse practitioner. Meghan is also the principal investigator of an Accelerating Interprofessional Community-Based Education and Practice grant.

Journal

Journal ID (nlm-ta): Perspect Med Educ

Journal ID (iso-abbrev): Perspect Med Educ

Title: Perspectives on Medical Education

Publisher: Bohn Stafleu van Loghum (Houten )

ISSN (Print): 2212-2761

ISSN (Electronic): 2212-277X

Publication date (Electronic): 13 November 2018

Publication date PMC-release: 13 November 2018

Publication date (Print): December 2018

Volume: 7

Issue: 6

Pages: 408-411

Affiliations

ISNI 0000 0004 1936 8876, GRID grid.254748.8, Center for Interprofessional Practice, Education and Research (CIPER), , Creighton University, ; Omaha, NE USA

Article

Publisher ID: 488

DOI: 10.1007/s40037-018-0488-8

PMC ID: 6283775

PubMed ID: 30426458

SO-VID: aeed3f84-ef1d-4c66-a583-d4485437f268

License:

Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License ( http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made.

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ScienceOpen disciplines: Education

Keywords: interprofessional,faculty development,failure

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ScienceOpen disciplines: Education

Keywords: interprofessional, faculty development, failure

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Epic failure: Lessons learned from interprofessional faculty development

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Special feature: Lessons Learned From Professional Doctorates

Most cited references 7

Barriers and enablers that influence sustainable interprofessional education: a literature review.

Reducing barriers to interprofessional training: promoting interprofessional cultural competence.

Keys to successful implementation of interprofessional education: learning location, faculty development, and curricular themes.

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Cited by 3

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