ArticleBMJ open2023
Longitudinal faculty development to improve interprofessional collaboration and practice: a multisite qualitative study at five US academic health centres.
Article in BMJ open, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Design and Evaluation of a Faculty Development Workshop Series on Integrating Generative Artificial Intelligence in Medical Education: Mixed Methods Pilot Study.JMIR medical education · 2026Article
- Interdisciplinary collaborative skill development in a health research training program in Zambia.BMC medical education · 2026Article
- Navigating the "Moral Maze": A Flourishing-Centered Reflective Inquiry for Healthcare Leadership.Journal of healthcare leadership · 2026Article
- An Innovative Model for Graduate Medical Education Faculty Development Through Physician-in-Training Delivery.HCA healthcare journal of medicine · 2026Article
- Perspective integration capability: A valid and reliable measurement instrument for assessing knowledge integration readiness in interdisciplinary collaborations.Journal of clinical and translational science · 2025Article
- Competencies and pedagogical foundations for faculty development in interprofessional health education: a scoping review.Revista da Escola de Enfermagem da U S P · 2025Article
- The Utility of Language Models in Cardiology: A Narrative Review of the Benefits and Concerns of ChatGPT-4.International journal of environmental research and public health · 2023Review
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Authors and funding
7 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectivesInterprofessional (IP) collaboration and effective teamwork remain variable in healthcare organisations. IP bias, assumptions and conflicts limit the capacity of healthcare teams to leverage the expertise of their members to meet growing complexities of patient needs and optimise healthcare outcomes. We aimed to understand how a longitudinal faculty development programme, designed to optimise IP learning, influenced its participants in their IP roles.
designIn this qualitative study, using a constructivist grounded theory approach, we analysed participants' anonymous narrative responses to open-ended questions about specific knowledge, insights and skills acquired during our IP longitudinal faculty development programme and applications of this learning to teaching and practice.
settingFive university-based academic health centres across the USA.
participantsIP faculty/clinician leaders from at least three different professions completed small group-based faculty development programmes over 9 months (18 sessions). Site leaders selected participants from applicants forecast as future leaders of IP collaboration and education.
interventionsCompletion of a longitudinal IP faculty development programme designed to enhance leadership, teamwork, self-knowledge and communication.
resultsA total of 26 programme participants provided 52 narratives for analysis. Relationships and relational learning were the overarching themes. From the underlying themes, we developed a summary of relational competencies identified at each of three learning levels: (1) Intrapersonal (within oneself): reflective capacity/self-awareness, becoming aware of biases, empathy for self and mindfulness. (2) Interpersonal (interacting with others): listening, understanding others' perspectives, appreciation and respect for colleagues and empathy for others. (3) Systems level (interacting within organisation): resilience, conflict engagement, team dynamics and utilisation of colleagues as resources.
conclusionsOur faculty development programme for IP faculty leaders at five US academic health centres achieved relational learning with attitudinal changes that can enhance collaboration with others. We observed meaningful changes in participants with decreased biases, increased self-reflection, empathy and understanding of others' perspectives and enhanced IP teamwork.
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