Background Learning environments involving multiple health professions may provide opportunities for interprofessional learning (IPL). However, not all multi-professional settings provide the necessary conditions to support IPL. Using the concept of professional inclusivity, the purpose of this study was to explore conditions that support professionally inclusive learning environments in faculty development, using the example of Master in Health Professions Education (MHPE) programs.

Methods Semi-structured interviews with 14 students and faculty from four MHPE programs were conducted. Member checking of key themes was performed to enhance validity.

Results Organizing principles for supporting professionally inclusive learning environments were identified: (1) being intentional, (2) leveling the playing field, and (3) focusing on commonalities. Intentionality refers to the essential role of faculty in considering how each aspect of the program can impact inclusivity. Leveling the playing field refers to establishing a culture where students (and often faculty) are seen as equal regardless of profession. Commonalities relates to the common background of students, in both clinical and teaching experiences, and their shared educational needs.

Conclusions Organizing principles for fostering professional inclusivity in faculty development learning environments were identified. Specific recommendations for the application within MHPE programs are provided. Professional inclusivity may be of significant valuable as a conceptual framework for further research regarding IPL.

The authors have declared no competing interest.

This study did not receive any funding from a third party.

I confirm all relevant ethical guidelines have been followed, and any necessary IRB and/or ethics committee approvals have been obtained.

Yes

The details of the IRB/oversight body that provided approval or exemption for the research described are given below:

The protocol for this study was deemed exempt from institutional review board review by the University of Illinois, Chicago.

I confirm that all necessary patient/participant consent has been obtained and the appropriate institutional forms have been archived, and that any patient/participant/sample identifiers included were not known to anyone (e.g., hospital staff, patients or participants themselves) outside the research group so cannot be used to identify individuals.

Yes

I understand that all clinical trials and any other prospective interventional studies must be registered with an ICMJE-approved registry, such as ClinicalTrials.gov. I confirm that any such study reported in the manuscript has been registered and the trial registration ID is provided (note: if posting a prospective study registered retrospectively, please provide a statement in the trial ID field explaining why the study was not registered in advance).

Yes

I have followed all appropriate research reporting guidelines, such as any relevant EQUATOR Network research reporting checklist(s) and other pertinent material, if applicable.

Yes

Author Approval: All authors have seen and approved the manuscript.

Competing Interests: none

Funding: This study did not receive any third party funding. Compensation for the research assistant was provided by the Department of Medical Education, University of Illinois College of Medicine.

mpolan4uic.edu

j.denooijermaastrichtuniversity.nl

fabryuni-freiburg.de

All data produced in the present study are available upon reasonable request to the authors.