IPE Coordination Across Two Institutions: Advantages and Insanity

In 2016, the Medical College of Wisconsin and Marquette University made a commitment to interprofessional education and jointly hired an interprofessional education coordinator. They recognized that neither school had funding for a full-time coordinator, so they collaborated to create a coordinator role that was divided between the two institutions.

After 5 years, both institutions still feel that this position is worthwhile and adds value to the health sciences education each school provides. In my nearly two years as the interprofessional education coordinator, I have seen and experienced the many advantages and disadvantages to this staffing model.

There are many advantages to sharing an interprofessional education coordinator with a neighboring but separate institution. This model for staffing can be more cost-effective than hiring a full-time employee if each school does not require full-time assistance. It also allows the coordinator to focus solely on IPE, rather than covering various areas to make up a full 1.0 FTE at one institution. Having a joint coordinator position has also allowed for more efficient and effective networking and collaboration between the two institutions, as I am aware of the needs and resources of both and am situation to easily facilitate communication between health professions programs.

There are also challenges that come with this joint position, including conflicting scheduling demands and workload expectations. Navigating different institutional cultures can also be difficult. Lessons learned include having clear communication about the job description at each institution, intentional planning and scheduling of coordinator time, and the need for flexibility and in order to ensure each institution’s IPE programming thrives.

In my tenure as Interprofessional Education Coordinator, the IPE programs at the Medical College of Wisconsin and Marquette University have expanded significantly. This is in part to the staffing model that allows one professional to share time and ideas with both schools. Each school has increased the amount of interprofessional education they participate in together and with other partner schools. This staffing model is one that is ideal for neighboring schools that are looking to start formal interprofessional programs and strengthen local partner school connections without having to invest in a full-time employee. Although the communication requirements for this position are greater than an employee at a single institution, the potential growth of each school’s interprofessional education programming easily outweighs that cost.