Are your Faculty Onboard With Interprofessional Education (IPE)?

Abstract

Objective: Interprofessional collaboration is crucial in providing high-quality care for patients. Professional organizations and accrediting agencies recognize the importance of interprofessional education (IPE) and have required that it be incorporated into curricula. The purpose of the study was to assess faculty, from various disciplines, attitudes, knowledge, and barriers associated with IPE. Materials and Methods: A descriptive correlational research design was used to assess attitudes, knowledge, and barriers associated with IPE among faculty at a Midwestern college of health sciences. Results: Findings indicated that faculty lacking IPE knowledge, barriers of time, motivation, and scheduling were factors that influenced IPE. Overall, faculty indicated that they were enthusiastic about participating and willing to learn. Those who attended an intervention, which consisted of an educational presentation and activity, provided statistically significant perceptions about IPE. Conclusion: These results indicate that faculty attitudes, knowledge, and barriers influenced incorporation of IPE into curricula. Key Takeaways Interprofessional education (IPE) is essential to ensure faculty have the knowledge and tools to successfully implement activities in the classroom and clinical setting. Factors that influence IPE implementation include time, scheduling, knowledge, and motivation. These factors must be addressed for successful incorporation of IPE to occur. Begin IPE incorporation with faculty champions who are more enthusiastic and willing to learn about IPE.