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Advancing Interprofessional Education: A Qualitative Analysis of Student and Faculty Reflections

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An Erratum to this article was published on 25 November 2014

Abstract

Interprofessional education (IPE) is imperative when training health professions students to practice in an environment requiring a team based approach. IPE has not been widely practiced in the United States (US) since its immergence in the 1970’s and waning in the 1980’s.Contemporary curricula, instruction, and IPE activities still need to be tested. This report focuses on the analysis of qualitative feedback collected from faculty and students participating in IPE activities, designed for first year health professions students in the Fall 2010 (n=542), and Fall 2011 (n=555). An interprofessional research team conducted analysis using an immersion/crystallization framework. Eight major themes emerged from comments provided through evaluations of the IPE activities. Students expressed a desire to learn more about roles, skills, and responsibilities of other professions and wanted additional IPE opportunities integrated throughout their education. Skill level of small IPE group facilitators emerged as an important component for successful IPE activities. Lessons learned through this analysis will guide future augmentation of interprofessional activities locally and can be applied at other medical campuses.

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Authors and Affiliations

  1. College of Public Health, University of Nebraska Medical Center, 984375 Nebraska Medical Center, Omaha, NE, USA

    Ruth Margalit MD, Rebecca Keating-Lefler, Dean Collier, Glenda Woscyna, Raees A. Shaikhs & Gary L. Beck

Authors
  1. Ruth Margalit MD
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  2. Rebecca Keating-Lefler
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  3. Dean Collier
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  4. Glenda Woscyna
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  5. Raees A. Shaikhs
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  6. Gary L. Beck
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Corresponding author

Correspondence to Ruth Margalit MD.

Additional information

An erratum to this article is available at https://doi.org/dx.doi.org/10.1007/s40670-014-0095-1.

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Margalit, R., Keating-Lefler, R., Collier, D. et al. Advancing Interprofessional Education: A Qualitative Analysis of Student and Faculty Reflections. Med.Sci.Educ. 23 (Suppl 3), 462–471 (2013). https://doi.org/10.1007/BF03341669

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