Faculty Perceptions of Readiness to Implement Interprofessional Education in Athletic Training

Abstract

PURPOSE As the athletic training profession advances, master's degree accreditation standards aim to position athletic trainers as key players on interprofessional healthcare teams. Interprofessional education standards were recently introduced to academic leaders as key elements in the professional healthcare education of athletic trainers. While the current standards reflect essential skills for entry-level clinicians, faculty instructing these elements may require additional development. METHODS The objective of this study was to explore athletic training educators' perceptions of interprofessional education and to examine perceived barriers related to the implementation of IPE in athletic training curricula. An electronic survey was administered to a stratified, random sample of 1000 athletic training education program faculty from the National Athletic Trainer's Association (NATA) member database. Participating faculty completed the Interdisciplinary Education Perception Scale (IEPS) and a set of additional Likert-scale questions regarding barriers to implementation of IPE in athletic training education. RESULTS The results indicated that differences exist in faculty readiness to implement IPE based on faculty rank or role, years of teaching experience, prior experience and skill level using IPE, and geographical location of the athletic training program within the institution. CONCLUSION The results indicated that differences exist in faculty readiness to implement IPE based on faculty rank or role, years of teaching experience, prior experience and skill level using IPE, and geographical location of the athletic training program within the institution. Together, the findings suggest that IPE integration should include initiatives that provide administrative support, delineate leadership roles, offer formal IP development, and aim to create closer physical proximity among healthcare disciplines on campuses.

Nurse practitioner faculty attitudes about interprofessional education

“…Faculty members cited a lack of formal IPE training and the lack of resources for competency development in IPCP (Berghout, 2021). By contrast, previous faculty experience with IPE was reported as a significant predictor of readiness to develop and implement activities and was a positive predictor of attitudes toward IPE regardless of their length of career or academic preparation (Parry et al, 2019;King & Violato, 2021). Nursing deans and directors must prioritize faculty development and opportunities to participate in IPE at all faculty career stages as a building block for nursing curricula development.…”

“…Despite positive attitudes toward IPE, challenges have been extensively documented and encompass issues such as inadequate time in the curriculum for IPE activities, insufficient funding for IPE programs, differing faculty attitudes toward IPE implementation, and varying levels of institutional support for these collaborative initiatives (Bogossian et al, 2023;Hughes et al, 2019;National Academies of Sciences, 2021;Steketee & O'Keefe, 2020). Faculty members have opted to collaborate within their silos because of scheduling and incongruent learning objectives (Berghout, 2021;Olenick, Flowers, Muñecas, & Maltseva, 2019;Parry, Utley, Shapiro, & Podlog, 2019). A misalignment of program missions, objectives, and management of operations demonstrated the importance of partnerships finding the "right fit" (McKinlay et al, 2021).…”