Fostering Interprofessional Education and Practice: Organizational Outcomes of a Faculty Development Program for Educators Across Health Professions

Background The role of clinician educators has expanded to encompass diverse responsibilities alongside providing competent care and engaging in scholarly activities. Faculty development (FD) programs have emerged as vital tools for equipping educators with teaching skills and career advancement opportunities. However, assessing faculty development programs' impact on organizational culture remains challenging due to their multifaceted nature. This study explores this gap to understand how faculty development influences organizational culture. Methods This qualitative study used a constructivist approach to explore faculty perspectives on the Uniformed Services University of the Health Sciences (USU) Faculty Development Program's influence on organizational culture. Forty-three faculty members participated in nine semi-structured focus groups, selected for diversity across roles and locations. Interviews were recorded, transcribed, and anonymized to ensure accuracy and participant confidentiality. Data analysis Transcripts were analyzed using thematic analysis. A multidisciplinary team independently reviewed transcripts, identified preliminary codes, and refined themes through iterative consensus building. Coding was organized using memos and grouped into themes. Using information power principles, the team determined that nine focus groups provided sufficient data richness to meet the study's aims. Results The research team identified and refined four central themes: professionalization, legitimization, the value of community, and leadership impact. The participants reported a greater sense of professionalization through enhanced teaching skills, increased awareness of educational literature, and heightened confidence in their educator roles. The faculty development program fostered a strong community, promoting collaboration, knowledge sharing, and mutual support across specialties and locations. Leadership impact was evident at individual and institutional levels, increasing confidence, mentorship, and organizational support. Conclusions This study provides valuable insights into the organizational impact of faculty development programs, shedding light on how such initiatives influence faculty experiences and organizational culture. Future research should explore leadership values, faculty retention, burnout prevention, and the broader value of education within academic institutions.