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Background and Purpose. Online asynchronous learning can overcome geographical and timetabling barriers to interprofessional education (IPE). Little is known about how best to facilitate IPE in an online teaching environment. The purpose of this study was to evaluate faculty perceptions of the barriers and facilitators to online IPE. Subjects. Eleven faculty online facilitators (OLFs) who were experienced educators and familiar with IPE participated in the study. Methods. OLFs participated in in-depth interviews following facilitation of interactive online courses specifically designed to promote IPE. Transcribed interviews underwent qualitative content analysis. Results. Varied group composition and “silent students” were barriers for the OLFs. Making explicit links between professional roles, role modeling collaboration, and encouraging reflection were facilitators to online IPE. Discussion. Online IPE is still in its infancy, and there is much to learn about the most effective ways to stimulate IPE. Conclusions. Identification of common barriers and facilitators can assist faculty in developing strategies to promote optimal learning in online IPE.
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Solomon et al. (2010) studied this question.
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