Developing a comprehensive faculty development program to promote interprofessional education, practice and research at a free-standing academic health science center

Abstract

There is an on-going transformation in health professions education to prepare students to function as competent members of an interprofessional team in order to increase patient safety and improve patient care. Various methods of health education and practice directed toward students have been implemented, yet descriptions of faculty development initiatives designed to advance interprofessional education and practice are scarce. This article describes a faculty development program at the Medical University of South Carolina, USA, based on the conceptual framework of adult transformational learning theory. Three components comprise the faculty development program: an institute, fellowship and teaching series. Evaluations of the three components indicate that the faculty development program aided in the sustainability of the university’s interprofessional program, and built capacity for improvement and growth in interprofessional endeavors.

• Faculty development
• interprofessional education
• interprofessional practice

Declaration of interest

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of this article.