| The effective and sustainable implementation of IPE in health care sciences education requires the involvement of administration, faculty, practitioners, and other collaborating educational and health care institutions. Despite the urgency to adapt to a new interdisciplinary teaching and learning model, leadership and incentives affect faculty and administrators' perceptions about effective and sustainable IPE implementation. The purpose of this qualitative exploratory case study was to explore faculty and administrators' perceptions on effective and sustainable implementation of IPE at University of Michigan. Transformative learning theory and organizational change theory were utilized as a framework. NVivo 11 and content analysis were utilized to analyze the transcribed interviews. Data collection methods encompassed individual face-to-face semi-structured interviews with 19 faculty and administrators who were directly involved with the IPE initiative at University of Michigan. A total of three main themes emerged from the study with 9 sub-themes. The three main themes included the significance of collaboration and support, overall strategic planning, and cultural shift and buy-in. The sub-themes for first theme were the significance of effective communication regarding curriculum and culture, promotion of IPE development, interdependency through integration with different departments and organizations, and motivating and encouraging the stakeholders. The sub-themes for the second theme were presence of support and resources, and presence of assessment, evaluation, and evidence of success. The sub-themes for the third theme were the significance of increasing awareness and promotion for culture-shift and buy-in, promotion of accountability, commitment, and support, and administrators' display of commitment, creativity, and support. |
