Interprofessional Education Development in an Oncology-Focused Healthcare Institution

Authors

• Mary Sizemore, The University of Texas MD Anderson Cancer CenterFollow
• Michael Morris, The University of Texas MD Anderson Cancer CenterFollow
• Mohamed Ait Aiss, The University of Texas MD Anderson Cancer CenterFollow
• Gregory Botz, The University of Texas MD Anderson Cancer CenterFollow
• Jolyn Taylor, The University of Texas MD Anderson Cancer CenterFollow
• Joshua Kuban, The University of Texas MD Anderson Cancer CenterFollow
• Diane C. Bodurka, The University of Texas MD Anderson Cancer CenterFollow

Document Type

Article

Abstract

Background: Despite growing recognition of the value of interprofessional education (IPE), most IPE work has focused on undergraduate learners, leaving a critical gap in postgraduate and clinical environments. This report describes a phase 1, formative, pre-implementation quality improvement (QI) initiative to establish an institution-wide IPE program at an oncology center without a traditional medical school.

Methods: We used a developmental, multiphase mixed methods design integrating 3 inputs: (1) Virtual Interprofessional Teaching and Learning (VITAL) faculty-development feedback, (2) IPE Steering Committee feedback, and (3) simulation evaluation used as an applied context (not the sole focus). Surveys were administered to VITAL participants, IPE Steering Committee members, and simulation participants; structured observations were conducted during simulated sessions. The simulation survey items were analyzed at the item level with a nonparametric Kruskal-Wallis test (Role, Area); other survey data sets were summarized descriptively. The simulation surveys were delivered onsite before simulation via QR code (N = 106).

Results: The Kruskal-Wallis test showed no significant differences by role or area, indicating uniform baseline perception of strong support for interprofessional collaboration and positive perceptions of teamwork and role clarity. Item responses and simulation observations revealed gaps in psychological safety, leadership/role clarity, closed-loop communication, and structured pre-/debrief. The IPE Leadership Team’s findings from the survey responses of the steering committee indicated high interest in workshops/seminars and simulation-based training, with time and scheduling cited as the most common barriers.

Conclusion: Phase 1 formative QI results identified shared IPE needs and produced a system-ready foundation for implementation. Simulation functioned as an applied context to observe team behaviors. Subsequent QI cycles will evaluate the process and outcome measures across settings.

Grants and Funding

This research received no specific grant from any funding agency in the public,  commercial, or not-for-profit sectors.

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

Recommended Citation

Sizemore M, Morris M, Ait Aiss M, Botz G, Taylor J, Kuban J, Bodurka DC. Interprofessional Education Development in an Oncology-Focused Healthcare Institution. Advances in Cancer Education and Quality Improvement. 2026; 2(1).