“Modeling the Behaviors and the Interactions That We Value”: Critical Care Attending Physician Perspectives on Interprofessional Teaching in Graduate Medical Education

<b>Background:</b> Interprofessional teaching (IPT) has the potential to promote teamwork and collaborative patient care, but few studies have explored physician attitudes about the role of nonphysician clinical teachers in graduate medical education. <b>Objective:</b> This study aimed to elucidate critical care attending physician perspectives about the role of nurses, pharmacists, and respiratory therapists in teaching medical residents. <b>Methods:</b> Using a concurrent mixed methods approach, surveys and focus groups were administered to attendings in an urban tertiary academic medical center. Survey data were analyzed with descriptive statistics; focus group data were analyzed using the Framework method of content analysis. <b>Results:</b> Of attendings surveyed, 23/26 (88%) responded. Attendings reported positive attitudes about IPT; highly cited benefits included capitalizing on the unique expertise held by interprofessional providers (21/22, 95%), modeling respectful interprofessional relationships (21/22, 95%), and promoting collaborative patient care (20/22, 91%). Ten attendings participated in focus groups. Qualitative analysis revealed four major themes: overall low rates of IPT that vary by profession, potential role of attending as facilitator of IPT, multiple interpersonal and environmental characteristics that influence IPT, and impacts of IPT on education, patient care, and teamwork. <b>Conclusion:</b> Study results suggest that attending physicians are enthusiastic about the concept of IPT and their potential role in its promotion.