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Abstract
As more educators are involved in interprofessional education (IPE) it is important to consider how participation affects those who are sceptical about IPE. We report a prospective study in which the attitudes of 13 educators, unfamiliar with IPE, were compared before and after facilitating their first IPE. Their views, obtained as personal stories, were analysed through cognitive dissonance theory. Prior to teaching, all novice educators had concerns about IPE. Post-facilitation all were more positive about the value and meaning of IPE.
Acknowledgement
This study was funded by Leicestershire, Northamptonshire and Rutland Workforce Development Confederation in 2002.
Declaration of interest
The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the paper.
Notes
1. For the purposes of this research the term narrative and story were used interchangeably.
2. The researcher was an independent employee, employed for the purpose of evaluating the regions developing interprofessional curriculum. She was not a teacher and had no professional health or social care qualification.
3. Permission to use these quotes was given by the study participants.
