HEALTH PROFESSIONS EDUCATORS: LEARNING COLLABORATIVEY TO TEACH INTERPROFESSIONALLY
Open Access
- Author:
- Womeldorf, Leslie
- Graduate Program:
- Adult Education
- Degree:
- Doctor of Education
- Document Type:
- Dissertation
- Date of Defense:
- August 27, 2019
- Committee Members:
- Elizabeth Jean Tisdell, Dissertation Advisor/Co-Advisor
Elizabeth Jean Tisdell, Committee Chair/Co-Chair
Karin Sprow Forte, Committee Chair/Co-Chair
Sandra Starling Halbruner, Committee Member
Casey N Pinto, Outside Member
Elizabeth Jean Tisdell, Program Head/Chair - Keywords:
- interprofessional education
interprofessional collaboration
health professions educators
collaboration
faculty development
learning - Abstract:
- The purpose of this study was to explore how teams of health professions educators make meaning of interprofessional education (IPE) faculty development program experiences; and to examine how their perceptions of those experiences influenced their development, implementation, and facilitation of IPE for pre-licensure health professions students. Although IPE initiatives were frequently mentioned in the literature, little is known about how educators develop the skills and perceive the faculty development experiences that shape them as IPE educators. This qualitative study was grounded in the intersecting theoretical frameworks of situated learning and collaborative learning and examined through a qualitative multiple case study design, three teams (cases) of health professions educators and three Trainer-the-Trainer (T3) facilitators from around diverse areas of the United States. Data collection methods included interviews with group interview of each case, one T3 interprofessional team member, and a T3 trainer from each case’s T3 course. Observations and analysis of relevant manuals and documents were additional sources of data. Data were analyzed utilizing a constant comparative analysis and NVivo 12 software, and yielded three sets of findings. The three sets of findings highlight the complexity of factors influencing IPE and IPE FDP; the teamwork emphasis during T3 project development; and the collaborative philosophy of pedagogy in practice. Health professions educators’ past experiences and T3 training provided a foundation for their future work and learning together interprofessionally in an effort to develop meaningful IPE learning opportunities for their students. The study closes with an in-depth discussion of findings in light of the literature and theoretical frameworks, and considers implications for theory, practice, and further research.