Outcomes of commitment to change statements after an interprofessional faculty development program

Abstract

Commitment to change (CTC) statements have been shown to have a useful role as an instrument of change. We explored the experiences of six health professionals at a large community teaching hospital in making and keeping CTC statements in the context of a foundational interprofessional education (IPE) faculty development program. As part of program evaluation, a qualitative study, applying a grounded theory approach, was conducted to gain a deeper understanding of using CTC statements in the context of a paradigmatic organizational change project. This paper explores the effectiveness of an IPE faculty development program at a community teaching hospital. Participants identified personal/professional and interpersonal/interprofessional changes related to CTC statements. The study highlighted a range of issues surrounding implementation of collaborative actions connected to participants’ ability to follow through on commitment to change statements made during the program.

• Commitment to change
• faculty development
• grounded theory
• interprofessional education
• interviews
• reflection

Acknowledgements

We would like to acknowledge the co-developers of the Interprofessional Faculty Development Program: Susan Woollard, Tammy Muskat, and Mohini Pershad.

Declaration of interest

The authors report that they have no declaration of interest. The authors are responsible for the writing and contents of this paper.