Exploring an IPE faculty development program using the 3-P model

  • Baker L
  • Egan-Lee E
  • Leslie K
  • et al.
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In this paper we describe the design of both a faculty development program created to support interprofessional education (IPE) facilitators and a longitudinal systems-based evaluation. Emerging findings from the quantitative data set are presented and discussed. The purpose of this IPE faculty development program was to enlarge the cohort of facilitators at a Canadian university and affiliated teaching hospitals who could then go on to effectively design and deliver IPE initiatives. We adopted a single case study design to explore the interaction of factors related to the development, implementation and outcomes of a new IPE faculty development program. We have gathered quantitative data in the form of pre and post-program surveys designed by the research team to assess changes in participants' attitudes, knowledge, skills and confidence towards IPE and faculty development. To help inform our understanding of the program development and implementation, qualitative data have also been gathered. This paper has offered a preliminary insight into a rare IPE faculty development opportunity which aimed to prepare participants to become effective interprofessional facilitators. Further analysis of our qualitative data will help us explore these preliminary findings in more depth and allow greater understanding of emergent themes. (PsycINFO Database Record (c) 2012 APA, all rights reserved)




Baker, L., Egan-Lee, E., Leslie, K., Silver, I., & Reeves, S. (2010). Exploring an IPE faculty development program using the 3-P model. Journal of Interprofessional Care, 24(5), 597–600. https://doi.org/10.3109/13561820.2010.481336

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