Interprofessional Teaching and Learning: A Facilitation Training Experience

Faculty development for IPE teaching and learning is a complex and evolving part of educators' preparation for IPE teaching and learning. A review of the literature highlighted a gap of rigorous research in the area of faculty development for interprofessional education. For this applied dissertation project, a pilot-study was implemented using a mixed-methods approach to explore how faculty development affected educators' preparedness for IPE teaching and looked at the possible effect of the IPE experience and teaching experience. Pre- and post-faculty development evaluations were captured using validated instruments and helped to explore the impact faculty development had on educators' preparedness for IPE. The findings showed mixed results. The qualitative data offered insights using the participants' perspectives about IPE where the quantitative method could not. While the results showed some positive effects, the results were mixed when the variables, years of IPE and teaching experiences were explored. In spite of what has been offered in existing literature on the benefits of faculty development preparing educators for IPE, little has been evaluated empirically and few have studied how experience impact preparedness to teach IP. This study offers findings that explored important characteristics that may have a role in faculty preparation for IPE teach and learning and could possibly be used in future research.