FACULTY DEVELOPMENT FOR INTERPROFESSIONAL EDUCATION: AN INCIDENTAL FINDING

In spite of what has been offered in existing literature on the benefits of faculty development preparing educators for interprofessional education (IPE), little has been evaluated empirically and few have studied how experience impact preparedness to teach interprofessionally. A pilot-study was implemented using a mixed-methods approach to explore how faculty development affected educators' preparedness for IPE teaching, and looked at the possible effect of the IPE experience and teaching experience. The findings showed mixed results, however, it offers findings that explored important characteristics that may have a role in faculty preparation for IPE teach and learning. This paper shares an incidental finding that was not anticipated by the researcher, but could potentially be used in future faculty development or research on IPE.