Professional inclusivity: Creating faculty development learning environments to facilitate learning across the health professions

BackgroundLearning environments involving multiple health professions may provide opportunities for interprofessional learning (IPL). However, not all multi-professional settings provide the necessary conditions to support IPL. Using the concept of professional inclusivity, the purpose of this study was to explore conditions that support professionally inclusive learning environments in faculty development, using the example of Master in Health Professions Education (MHPE) programs. MethodsSemi-structured interviews with 14 students and faculty from four MHPE programs were conducted. Member checking of key themes was performed to enhance validity. ResultsOrganizing principles for supporting professionally inclusive learning environments were identified: (1) being intentional, (2) leveling the playing field, and (3) focusing on commonalities. Intentionality refers to the essential role of faculty in considering how each aspect of the program can impact inclusivity. Leveling the playing field refers to establishing a culture where students (and often faculty) are seen as equal regardless of profession. Commonalities relates to the common background of students, in both clinical and teaching experiences, and their shared educational needs. ConclusionsOrganizing principles for fostering professional inclusivity in faculty development learning environments were identified. Specific recommendations for the application within MHPE programs are provided. Professional inclusivity may be of significant valuable as a conceptual framework for further research regarding IPL.