The purpose of this scoping review is to examine, synthesize, and map the sources of evidence on IPE faculty development programs along with current practices and models for IPE faculty development/training programs.
A scoping review methodology was employed. A systematic literature search of articles published were compiled using four electronic databases: MEDLINE, EMBASE, Scopus (Elsevier), and CINAHL. The Preferred Reporting Items for Systematic Reviews and Meta-Analysis extension for Scoping Reviews Checklist (PRISMA-ScR) was used. Review for eligibility and data extraction were completed by two reviewers independently. Authors discussed discrepancies with a consensus decision for data extraction. Articles were evaluated for the inclusion of IPE faculty development programs, their design and content overview, lessons learned, capabilities for teaching IPE, pedagogical strategies, facilitator behaviors, program outcomes, and the presence of learning objectives aligned with the Interprofessional Education Collaborative (IPEC) core competencies.
Our initial search yielded 406 articles. After review of all titles, abstracts, and full articles, a total of 45 published articles met the inclusion criteria and were included in the final analysis. Of the 45 included studies, the host institutions for training were academic institutions (84%), clinical institutions (13%), and both academic and clinical institutions (2%). In most studies (58%), onsite training was the primary method for training. Various formats were employed, such as small group sessions, role-playing, and lectures. Training ranged from modules to workshops spanning one to several days, covering topics like IPE/IPCP skills. Assessment methods were mainly surveys and interviews. Most of the included articles did not explicitly report that IPEC Core Competencies were included in both academic and clinical faculty development training programs.
Even though the included articles in this review describe IPE faculty development programs in health professions, the variability of IPE faculty development components creates an inability to generalize what type of training best contributes to both the faculty’s and the learner’s success. This heterogeneity seen in the included articles identify the need for more guidance in best practices for IPE faculty development programs. Additionally, the study findings support progress in the areas of training format, content, and assessment; however, additional research to provide guidelines for these details would be beneficial. IPEC Core Competencies should be considered an essential component of faculty preparedness for IPE.
The following considerations are recommended to advance IPE faculty development training: Design standardized faculty training content inclusive of and aligned with the IPEC core competencies; develop diverse IPE clinical and academic faculty versed in these core competencies; develop a repository of evidence-based research on best practices for IPE faculty training; share resources from academic institutions and healthcare organizations that have developed effective IPE faculty and training models; and develop and utilize standardized IPE faculty development assessment tools.
Interprofessional Collaborative Practice
Faculty Development
