Graduation Date

Spring 5-4-2024

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Programs

Medical Sciences Interdepartmental Area

First Advisor

Katherine J. Jones, PT, Ph.D.

Second Advisor

Elizabeth L. Beam, Ph.D.

Third Advisor

Laurey A. Steinke, Ph.D.

Fourth Advisor

Geoffrey A. Talmon, M.D.

MeSH Headings

Health Practice, Health Profession Education, Medical Education Research

Abstract

Interprofessional education (IPE) is pivotal in preparing future healthcare professionals for collaborative practice, yet its effective implementation remains challenging. The purpose of this mixed methods study of multiple academic health institution cases was to explore and understand how early and late IPE adopters perceive effective IPE implementation in academic health institutions. Combining frameworks for complex innovation implementation and curriculum development with surveys and interviews reveals the facilitators and barriers of effective IPE implementation. Consistent with the framework for complex innovation implementation, leadership and administrative support, resource allocation, logistical planning, and program evaluation emerged as key facilitators of effective IPE implementation. Barriers included coordination difficulties, resource scarcity, lack of leadership and institutional support, and evaluation challenges. These findings suggest that successful IPE implementation requires a comprehensive and multifaceted approach guided by a theoretical framework that considers structural supports, organizing processes, and measuring outcomes. This study informs efforts to effectively implement IPE in healthcare education and interprofessional collaborative practice for the purpose of improving the quality and safety of healthcare.

Comments

2024 Copyright, the authors

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Available for download on Friday, April 24, 2026

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