title: Outcomes of commitment to change statements after an interprofessional faculty development program.
abstract: Commitment to change (CTC) statements have been shown to have a useful role as an instrument of change. We explored the experiences of six health professionals at a large community teaching hospital in making and keeping CTC statements in the context of a foundational interprofessional education (IPE) faculty development program. As part of program evaluation, a qualitative study, applying a grounded theory approach, was conducted to gain a deeper understanding of using CTC statements in the context of a paradigmatic organizational change project. This paper explores the effectiveness of an IPE faculty development program at a community teaching hospital. Participants identified personal/professional and interpersonal/interprofessional changes related to CTC statements. The study highlighted a range of issues surrounding implementation of collaborative actions connected to participants' ability to follow through on commitment to change statements made during the program.
authors.affiliation: North York General Hospital, Centre for Education , Toronto, Ontario , Canada and.
authors.forename: Voula
authors.initials: V
authors.lastname: Christofilos
authors.forename: Dale
authors.initials: D
authors.lastname: DeMatteo
authors.forename: Rick
authors.initials: R
authors.lastname: Penciner
mesh_terms: D000328:Adult; D003299:Cooperative Behavior; D005178:Faculty / Q000458:organization & administration* / Q000523:psychology*; D005260:Female; D006784:Hospitals, Teaching; D006801:Humans; D007400:Interprofessional Relations; D008297:Male; D008875:Middle Aged; D009936:Organizational Innovation; D015397:Program Evaluation; D013192:Staff Development / Q000458:organization & administration*
keywords: Commitment to change; faculty development; grounded theory; interprofessional education; interviews; reflection