Abstract
Interprofessional education (IPE) is a national priority in health professions education with many accreditation standards mandating it in some form. Yet, limited literature examines not only IPE structures, but also how IPE is developed and assessed. The purpose of this study was to expand upon existing work and comprehensively examine IPE structures, curricula, and assessment methods in the United States. A cross-sectional online survey study was conducted in which a researcher-developed survey was sent to the primary contact for each IPE center listed on the website for the National Center for Interprofessional Practice and Education (n = 124). Data were analyzed descriptively with sub-analyses of institutional characteristics. Eighty-nine IPE centers responded to the survey (71.8% response rate), resulting in a final analytic sample of 60 after exclusion of incomplete surveys. Most (89.5%) IPE centers use the World Health Organization definition of IPE. IPE centers are most often affiliated with a single academic institution (n = 37, 61.7%). IPE is commonly integrated into required health professions curricula (88.3%) but specific requirements differ across programs (81.7%). The most common IPE experience is simulation (91.7%). IPE learning outcomes both overall and for individual experiences are most often assessed annually, although the means for assessment varies widely and often includes the use of self-developed tools (46.7%). Faculty are mostly expected to integrate IPE experiences into their normal job responsibilities (43.3%). There remains a clear need for more rigorous processes and supports for developing, delivering, and assessing IPE experiences while still meeting accreditation needs of individual health professions programs.