Implementation of interprofessional education (IPE) in 16 U.S. medical schools: Common practices, barriers and facilitators

NIH R25 Social and Behavioral Science Consortium Interprofessional Education Workgroup

Research output: Contribution to journalArticlepeer-review

92 Scopus citations


Background: Enhanced patient outcomes and accreditation criteria have led schools to integrate interprofessional education (IPE). While several studies describe IPE curricula at individual institutions, few examine practices across multiple institutions. Purpose: To examine the IPE integration at different institutions and determine gaps where there is potential for improvement. Method: In this mixed methods study, we obtained survey results from 16 U.S. medical schools, 14 of which reported IPE activities. Results: The most common collaboration was between medical and nursing schools (93%). The prevalent format was shared curriculum, often including integrated modules (57%). Small group activities represented the majority (64%) of event settings, and simulation-based learning, games and role-play (71%) were the most utilized learning methods. Thirteen schools (81.3%) reported teaching IPE competencies, but significant variation existed. Gaps and barriers in the study include limitations of using a convenience sample, limited qualitative analysis, and survey by self-report. Conclusions: Most IPE activities focused on the physician role. Implementation challenges included scheduling, logistics and financial support. A need for effective faculty development as well as measures to examine the link between IPE learning outcomes and patient outcomes were identified.

Original languageEnglish (US)
Pages (from-to)41-49
Number of pages9
JournalJournal of Interprofessional Education and Practice
StatePublished - Sep 1 2016


  • Collaboration
  • Interprofessional education
  • Interprofessional learning
  • Mixed methods

ASJC Scopus subject areas

  • Education


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