The process of developing a hybrid interprofessional education initiative for graduate students

The purpose of this qualitative exploratory case study using document analysis was to explain the process of developing an interprofessional education initiative at a public university in the northeastern US. The aim of the initiative was to provide interprofessional education to graduate students....

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Bibliographic Details
Published in:Higher Education Pedagogies 2022-12, Vol.7 (1), p.179-200
Main Authors: Inoa, Rafael, Sullivan, Kelly, Giordano, Keri, Wynarczuk, Kimberly
Format: Article
Language:English
Subjects:
Advisors
Blended Learning
Collaboration
College campuses
Educational Benefits
Educational leadership
Educational Planning
Graduate Students
Higher education
hybrid education
Interdisciplinary aspects
Interprofessional education
Interprofessional education (IPE)
Interprofessional Relationship
Learning
Learning Management Systems
Occupational therapy
Physical therapy
Professional Education
Professionals
Professions
Skills
Staff Meetings
Teaching
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Summary:The purpose of this qualitative exploratory case study using document analysis was to explain the process of developing an interprofessional education initiative at a public university in the northeastern US. The aim of the initiative was to provide interprofessional education to graduate students. Documents, including a descriptive timeline of the initiative; student discussion posts, reflective journals, and announcements; emails; and a syllabus, were analyzed to determine successes and challenges encountered throughout the initiative. Process theory, as used in project management research, was employed as the conceptual framework of the study. The analysis revealed nine themes for successes and seven themes for challenges. Implications for the future design and implementation of interprofessional education opportunities across masters and doctoral programs relevant to these themes are discussed. Practical implications and suggestions for future research are also provided.
ISSN:2375-2696
2375-2696
DOI:10.1080/23752696.2022.2137055