Faculty development programs improve teaching skills and the learning environment. Likewise, interprofessional faculty development programs have been implemented to improve interprofessional education and collaboration. This presentation will outline interprofessional faculty development programs identified through a literature search that result in scholarly activity (discovery, integration, application, teaching) thus aligning with tenure and promotion criteria at most US institutions. Creating an IP collaboration ready faculty can forge partnerships and collaborations that better engage our students, health systems, and communities.
Purpose: Junior health professions faculty face intense pressure to advance through tenure and promotion while learning and applying educational theory. The transition to competency-based medical education (CBME) and curricular emphasis on interprofessional and collaborative practice (IPECP) has created additional faculty development needs. Identifying a connection between faculty research agendas and the promotion of IPECP could create an efficient synergy. The objective of this work is to determine whether interprofessional faculty development programs result in discovery and/or integration scholarship as defined by Boyer’s model of scholarship.
Methods: A literature search identified interprofessional faculty development resources in PubMed, Eric, CINAHL, and APA Psych Info. Articles were screened for relevance and included if the faculty development program described was interprofessional and reported scholarly activity stratified as discovery, integration, teaching and/or application.
Results: Seventeen articles were included for review. Among them, 6 were related to discovery and integration, 16 to teaching, and 8 to application, with 10 programs describing mixed outcomes. Programs with a writing and/or educational research focus better aligned with discovery and integration.
Conclusions: IP faculty development initiatives result in a variety of scholarly activities. Inclusion of writing plans and/or educational research is likely to culminate in discovery or integration scholarship.
In support of improving patient care, this activity is planned and implemented by The National Center for Interprofessional Practice and Education. The National Center for Interprofessional Practice and Education is accredited by the Accreditation Council for Continuing Medical Education (ACCME), the Accreditation Council for Pharmacy Education (ACPE), and the American Nurses Credentialing Center (ANCC) to provide continuing education for the healthcare team.
As a Jointly Accredited Provider, the National Center is approved to offer social work continuing education by the Association of Social Work Boards (ASWB) Approved Continuing Education (ACE) program. Organizations, not individual courses, are approved under this program. State and provincial regulatory boards have the final authority to determine whether an individual course may be accepted for continuing education credit. The National Center maintains responsibility for this course. Social workers completing this course receive continuing education credits.
This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.
- Physicians: This activity will be designated for CME AMA PRA Category 1 Credit(s)TM through ACCME.
- Physician Assistants: NCCPA accepts AMA PRA Category 1 Credit(s)™ from organizations accredited by ACCME or a recognized state medical society.
- Nurses: This activity will be designated for CNE nursing contact hours through ANCC.
- Pharmacists and Pharmacy Technicians: This activity will be designated for CPE contact hours (CEUs) through ACPE.
- Social Workers: This activity will be designated for social work continuing education credits through ASWB.
- All health professionals: This activity was planned by and for the healthcare team, and learners will receive Interprofessional Continuing Education (IPCE) credit for learning and change.