Dr. Laura Witte
Purpose: Junior health professions faculty face intense pressure to advance through tenure and promotion while learning and applying educational theory. The transition to competency-based medical education (CBME) and curricular emphasis on interprofessional and collaborative practice (IPECP) has created additional faculty development needs. Identifying a connection between faculty research agendas and the promotion of IPECP could create an efficient synergy. The objective of this work is to determine whether interprofessional faculty development programs result in discovery and/or integration scholarship as defined by Boyer’s model of scholarship.
Methods: A literature search identified interprofessional faculty development resources in PubMed, Eric, CINAHL, and APA Psych Info. Articles were screened for relevance and included if the faculty development program described was interprofessional and reported scholarly activity stratified as discovery, integration, teaching and/or application.
Results: Seventeen articles were included for review. Among them, 6 were related to discovery and integration, 16 to teaching, and 8 to application, with 10 programs describing mixed outcomes. Programs with a writing and/or educational research focus better aligned with discovery and integration.
Conclusions: IP faculty development initiatives result in a variety of scholarly activities. Inclusion of writing plans and/or educational research is likely to culminate in discovery or integration scholarship. (199)
Keywords: interprofessional, faculty development, professional development, scholarly activity, IPE
Stokes C. The Impact of Interprofessional Faculty Development on Scholarly Activity. Lynchburg Journal of Medical Science. 2020; 2(3).
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