title: Learning together to teach together: interprofessional education and faculty development.
abstract: Interprofessional education for collaborative patient-centered practice has been identified as a key mechanism to address health care needs and priorities. Faculty development can play a unique role in promoting interprofessional education (IPE) by addressing some of the barriers to teaching and learning that exist at both the individual and the organizational level, and by providing individuals with the knowledge and skills needed to design and facilitate IPE. This article highlights a number of approaches and strategies that can facilitate IPE. In particular, it is recommended that faculty development initiatives aim to bring about change at the individual and the organizational level; target diverse stakeholders; address three main content areas, notably interprofessional education and collaborative patient-centred practice, teaching and learning, and leadership and organizational change; take place in a variety of settings, using diverse formats and educational strategies; model the principles and premises of interprofessional education and collaborative practice; incorporate principles of effective educational design; and consider the adoption of a dissemination model to implementation. Clearly, faculty members play a critical role in the teaching and learning of IPE and they must be prepared to meet this challenge.
authors.affiliation: Faculty of Medicine, McGill University, Montreal, Quebec, Canada. yvonne.steinert@mcgill.ca
authors.forename: Yvonne
authors.initials: Y
authors.lastname: Steinert
mesh_terms: D002170:Canada; D004517:Education, Professional / Q000379:methods* / Q000458:organization & administration; D005178:Faculty / Q000458:organization & administration*; D006281:Health Occupations / Q000193:education; D006801:Humans; D007400:Interprofessional Relations; D007858:Learning; D018802:Patient-Centered Care; D013192:Staff Development / Q000379:methods* / Q000458:organization & administration