Effect of interprofessional (IP) faculty development on perceptions of IP collaboration and on IP behaviors

ABSTRACT

Positive interprofessional (IP) collaboration is an expectation in healthcare to ensure positive patient care outcomes, and IP faculty development is one way to promote self-efficacy gains. Our pilot study assessed interprofessional behaviors and positive interprofessional perceptions with faculty/staff using two interventions. We hypothesized that increased interprofessional faculty development in simulation would have a positive effect on faculty/staff behavior and would result in increased positivity regarding interprofessional behaviors. We collected data on positive IP perceptions. The interventions included standard and intensive faculty development in simulation as compared to a control. Our mixed-method study design consisted of qualitative and quantitative assessments, including focus group interviews and demographics and Interdisciplinary Education Perception Scale (IEPS) questionnaires. Assessments occurred at baseline, 1–3 months and 3–6 months. Data suggested better retention of positive interprofessional perceptions in the intensive training group; however, all groups had a gradual decline in positive interprofessional perceptions. Our outcomes contribute to the literature focused on improved collaborative patient care.

KEYWORDS:

• Interprofessional
• faculty development
• collaboration
• communication
• perception

Acknowledgments

We would like to acknowledge NEXUS, the National Center for Interprofessional Practice and Education, Dr. Erica Pryor and Dr. Robert Rich for their support and guidance through the planning phases of this project.