Outcomes of an immersive pilot faculty development program for interprofessional facilitation: A mixed methods study

Objectives: To describe the impact of a faculty development program on faculty's confidence and ability to facilitate interprofessional learning. Methods: Faculty members from the Colleges of Pharmacy and Health Sciences (n = 12) participated in a training program for interprofessional education (IPE). Students evaluated faculty learners using the interprofessional facilitation skills (IPFS) survey by Sargeant, Hill, and Breau (2010). Faculty completed the IPFS survey pre and post intervention for self-assessment of interprofessional facilitation efficacy. Results: Most faculty (78%) had limited prior IPE experience; 55% went on to facilitate the University's year-long interprofessional core curriculum. Faculty IPFS self-assessment scores improved following program completion ( p < 0.05). Student IPFS scores (n = 174) were higher than their paired faculty post-assessment scores ( p < 0.05). Conclusions: This program effectively prepared faculty to facilitate IPE and positively impacted their desire to participate in future activities.