Interprofessional education program administration: the key to collaborative, successful and sustainable pre-registration IPE programs.
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| Title: | Interprofessional education program administration: the key to collaborative, successful and sustainable pre-registration IPE programs. |
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| Authors: | Wickramasinghe, Udara (AUTHOR), Symes, Ashley (AUTHOR), McKinlay, Eileen (AUTHOR) |
| Source: | Journal of Interprofessional Care. Jul/Aug2026, Vol. 40 Issue 4, p728-734. 7p. |
| Subjects: | Interdisciplinary education, Student satisfaction, Cultural identity, Digital technology, Interprofessional relations, Executives, Occupational roles, Cost effectiveness, Human services programs, Resource allocation, Diffusion of innovations, Data management, Philosophy of education, Universities & colleges, Learning, Decision making, Educational technology, Teaching methods, Stay-at-home orders, Online education, Rural conditions, Stakeholder analysis, Quality assurance, Transcultural medical care, Professional competence, COVID-19 pandemic |
| Geographic Terms: | New Zealand |
| Abstract: | Interprofessional education (IPE) struggles to be sustainable in many educational institutions, whether it adopts a centralized or decentralized model of implementation, and IPE programs sometimes do not endure. One reason for this may be the considerable burden that complex coordination of IPE can place on academic faculty with insufficient, or absent, support staff with the necessary complementary administrative skills. This discussion article contends that the role of support administrators is pivotal in operationalizing IPE. IPE support administrators, who are staff with advanced administration skills, add value to faculty efforts in a cost-effective way, thus maximizing the possibility of delivering high-quality, sustainable IPE programs. We identify seven core areas of focus for IPE support administration and illustrate their application in three case studies, with the aim of identifying effective principles and practices for other institutions as they operationalize IPE and keep it practical and financially sustainable. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Interprofessional Care is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Abstract: | Interprofessional education (IPE) struggles to be sustainable in many educational institutions, whether it adopts a centralized or decentralized model of implementation, and IPE programs sometimes do not endure. One reason for this may be the considerable burden that complex coordination of IPE can place on academic faculty with insufficient, or absent, support staff with the necessary complementary administrative skills. This discussion article contends that the role of support administrators is pivotal in operationalizing IPE. IPE support administrators, who are staff with advanced administration skills, add value to faculty efforts in a cost-effective way, thus maximizing the possibility of delivering high-quality, sustainable IPE programs. We identify seven core areas of focus for IPE support administration and illustrate their application in three case studies, with the aim of identifying effective principles and practices for other institutions as they operationalize IPE and keep it practical and financially sustainable. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 13561820 |
| DOI: | 10.1080/13561820.2026.2664032 |
