Barriers perceived by university faculty in implementing interprofessional education: A scoping review protocol

Abstract

Interprofessional Education (IPE) enhances collaboration among health professionals and improves patient care. Despite its benefits, university implementation of IPE is limited due to various barriers perceived by faculty members. Identifying these barriers is crucial for developing strategies to integrate IPE into higher education curricula. This scoping review protocol outlines a study to map and synthesize literature on barriers perceived by university faculty in implementing IPE, aiming to inform future interventions and research. Following the Joanna Briggs Institute methodology and adhering to PRISMA-ScR guidelines, a comprehensive search will be conducted across databases including PubMed, Embase, CINAHL, Scopus, Web of Science, and Google Scholar without time restrictions. All types of publications focusing on faculty-perceived barriers to IPE will be included. Data extraction and analysis will involve thematic synthesis and advanced topic modeling using the OCTIS framework to identify key themes and patterns. The review will provide an overview of the types of barriers faced by faculty, their causes, and proposed strategies to overcome them, offering valuable insights for enhancing IPE integration in university settings. • The scoping review will map existing literature on faculty-perceived barriers to implementing Interprofessional Education. • Advanced topic modeling with the OCTIS framework will be utilized to analyze and synthesize findings. • The outcomes aim to inform strategies for effective IPE integration in higher education curricula.

Keywords

• Interprofessional education
• Faculty barriers
• University faculty
• Scoping review
• Implementation challenges
• Higher education