title: Interprofessional Education in the Internal Medicine Clerkship Post-LCME Standard Issuance: Results of a National Survey.
abstract: BACKGROUND
  Several decades of work have detailed the value and goals of interprofessional education (IPE) within the health professions, defining IPE competencies and best practices. In 2013, the Liaison Committee for Medical Education (LCME) elevated IPE to a U.S. medical school accreditation standard.
  
  
  OBJECTIVE
  To examine the status of IPE within internal medicine (IM) clerkships including perspectives, curricular content, barriers, and assessment a year after the LCME standard issuance.
  
  
  METHODS
  Anonymous online survey.
  
  
  METHODS
  IM clerkship directors from each of the Clerkship Directors in Internal Medicine's 121 U.S. and Canadian member medical schools in 2014.
  
  
  METHODS
  In 2014, a section on IPE (18 items) was included in the Clerkship Directors in Internal Medicine annual survey of its 121 U.S. and Canadian member medical schools.
  
  
  METHODS
  Items (18) assessed clerkship director (CD) perspectives, status of IPE curricula in IM clerkships, and barriers to IPE implementation. Data were analyzed using descriptive statistics and qualitative analysis of free-text responses to one of the survey questions.
  
  
  RESULTS
  The overall survey response rate was 78% (94/121). The majority (88%) agreed that IPE is important to the practice of IM, and 71% believed IPE should be part of the IM clerkship. Most (76%) CDs agreed there is need for faculty development programs in IPE; 27% had such a program at their institution. Lack of curricular time, scheduling conflicts, and lack of faculty trained in IPE were the most frequently cited barriers. Twenty-nine percent had formal IPE activities within their IM clerkships, and 38% were planning to make changes. Of those with formal IPE activities, over a third (37%) did not involve student assessment.
  
  
  CONCLUSIONS
  Since LCME standard issuance, only a minority of IM clerkships have included formal IPE activities, with lectures as the predominant method. Opportunities exist for enhancing educational methods as well as IPE faculty development.
authors.affiliation: Florida State University College of Medicine, Tallahassee, FL, USA. irene.alexandraki@med.fsu.edul.|Department of Clinical Sciences, Florida State University College of Medicine, Tallahassee, FL, USA. irene.alexandraki@med.fsu.edul.
authors.forename: Irene
authors.initials: I
authors.lastname: Alexandraki
authors.affiliation: University of Central Florida College of Medicine, Orlando, FL, USA.
authors.forename: Caridad A
authors.initials: CA
authors.lastname: Hernandez
authors.affiliation: Uniformed Services University of the Health Sciences, Bethesda, MD, USA.
authors.forename: Dario M
authors.initials: DM
authors.lastname: Torre
authors.affiliation: George Washington University School of Medicine & Health Sciences, Washington, DC, USA.
authors.forename: Katherine C
authors.initials: KC
authors.lastname: Chretien
mesh_terms: D002170:Canada; D002982:Clinical Clerkship / Q000458:organization & administration*; D003479:Curriculum; D004503:Education, Medical, Graduate / Q000592:standards*; D005180:Faculty, Medical; D005260:Female; D005500:Follow-Up Studies; D006801:Humans; D007388:Internal Medicine / Q000193:education*; D008297:Male; D012189:Retrospective Studies; D012577:Schools, Medical; D011795:Surveys and Questionnaires; D014481:United States
keywords: interprofessional education; medical education; undergraduate medical education